LB 

1753 

A* Ml 



IB 



m 



»"'■■■■■ 

■Hi 

Em 










Wifl 












m 

11 



■ 






r 



J 
ill 

Ji 



" zw- 






Jl 



I 
ill 

.ill 
till 

HI 



A MANUAL 



COUNTY INSTITUTE 
INSTRUCTORS 




[SSI ED BY 

THE DEPARTMENT OF EDUCATION 

MONTf.'OMEnY. ALABAMA 



HI 



I 



■ 



f 



III 



A MANUAL 



FOR 



COUNTY INSTITUTE 
INSTRUCTORS 




ISSUED BY 

THE DEPARTMENT OF EDUCATION 

MONTGOMERY, ALABAMA 

1914 






The life, the prosperity, and the perpetuity of this 
commonwealth inhere in agriculture. 

The rural school is the institution nearest the soil. 

It alone can be the apostle of intelligence, of industry, 
and of thrift for the regeneration of rural life. 

And yet it has the humblest home, the most wretched 
equipment, and the most miserly support. 

Its term is the shortest, its attendance the poorest, and 
its teachers the most transient and inexperienced. 

If then the state depends upon agriculture: 

If agriculture depends upon the intelligence, industry 
and skill of the tillers of the soil ; 

If these in turn depend largely upon the rural school ; 

It is as inexorable as fate that the exodus from the 
country to the city will never cease until the school is 
given that economic and social standing in the commu- 
nity that will make it strong enough and resourceful 
enough to meet the challenge of rural opportunity and 
need. 



J(i - 2 1914 



CONTENTS 



Page 
5 



7 



..25 
..27 
..28 



County Institute Law 

Foreword " 

Official Program for county institutes 12 

English: 

1. Reading 

( a ) In primary grades - -- - 17 

( b ) In grammar grades - - - 18 

2. Language 

(a) In primary grades - ^ 

(b) In grammar grades „_ - - 23 

3. Spelling 

(a) In primary grades „ — — 

(b) In grammar grades _ — 

4. Writing - •■•■- - — 

Manual and Household Arts _ - --■••- 3 °- 38 

The School as a Community Center 39 

Special Days: 

1 . School Improvement - - - 43 

2. Good Roads - - -•-- - - 

3. Health 

4. Better Farming _ - - 

Better Health Conditions in the Community -_ - 5 ° 

Better Economic Conditions in the Community - - 56 

Better Social Conditions in the Community — 62 

Better Moral Conditions in the Community — 68 

Boys' and Girls' clubs - 72 

Men's Clubs 79 

Women's Clubs - — 83 

87 
School Improvement _ - — °' 

State Teachers' Reading Circle - - — - 89 

School Credit for Home Work - - — 92 

, 94 

Bibliography - - 

Names and addresses of institute workers ~ - 97 



46 
47 



ft % 



IT THE institute the important thing is to ac- 
quire the ability to teach so that the pupil 
WsA will love to go to school, the ability to 
6UQi teach so that the pupil will love to study, 
the ability to teach so that the pupil will love to 
be at school on time and will not object to staying 
overtime upon request, the ability to teach so that 
those pupils who are called bad boys or bad girls 
will get an inspiration for being good boys and 
good girls, the ability to teach so that those boys 
and girls who are careless and thoughtless may 
become careful and thoughtful, not alone in 
school but in life, wherever the life of the pupil 
happens to be for the moment cast, the ability to 
teach so that in the child there is constantly 
forming a character which assures a better de- 
velopment of the race and will make the coming 
generation better in scholastic ability, better in 
character, better in everythig that goes to make 
up the qualities of a great people. 



u Jl 



COUNTY INSTITUTE LAW 



AN ACT 



To provide for the holding of teachers' institutes for 
teachers in this State and to make necessary appro- 
propriations for the same. 

Section 1. Be it enacted by the Legislature of Ala- 
bama, That the sum of five thousand dollars ($5,000.00) 
be appropriated annually out of the general school fund 
for the purpose of defraying the expenses of holding and 
conducting institutes for the white teachers of this State, 
and the further sum of fifteen hundred dollars ($1,- 
500.00) be and the same is hereby appropriated out of the 
educational fund for defraying the expenses of holding 
institutes for the colored teachers of the state. 

Sec. 2. Institutes for the white teachers shall be held 
for a period of one week in each county of the State, at 
such time as may be determined by the county board of 
education during the months of July, August, September 
or October; provided, that the county boards of educa- 
tion of two or more adjoining counties, may by agree- 
ment, have conducted a joint institute for the counties 
participating in the agreement, at such a point as they 
may determine. 

Sec. 3. There shall be conducted, for the colored teach- 
ers of the State, teachers' institutes at such places and 
times, and under such management and direction as may 
be determined by the State superintendent of education, 
and the money appropriated by this act, for the holding 
of institutes for the colored teachers, shall be so divided 
among the several places at which colored institutes are 
held as may, in the judgment of the superintendent of ed- 
ucation, be fair and equitable, and secure the greatest 
good to the greatest number. 



6 DEPARTMENT OF EDUCATION. 



Sec. 4. The money appropriated by this act for the 
holding of institutes for the white teachers of the State, 
shall be apportioned by the superintendent of education 
to the several counties of the State in proportion or ap- 
proximate proportion to the number of white teachers ac- 
tually employed in the several counties of the State. 

Sec. 5. It is hereby made the duty of the teachers to 
attend the institute which may be conducted in their own 
county for the benefit of teachers of the race to which they 
belong, unless such teachers are specifically excused from 
attending by the county superintendent, which excuse 
must be in writing, and approved by the chairman of the 
county board. It is made the duty of the State su- 
perintendent of education to cancel the certificate 
of any teacher who may fail to attend an insti- 
tute for a period of not less than four days of each 
year, unless such a teacher shall secure the written 
excuse signed by the county superintendent and 
approved by the chairman of the county board of 
education or unless such a teacher may convince the 
State superintendent of education that he has attended 
for a period of not less than three weeks during the cur- 
rent year some educational institution during which time 
he was engaged in the work of professional training, 
either as a student or as a teacher, or unless he is the 
holder of a life grade State certificate. 

Sec. 6. It is made the duty of each county superinten- 
dent of education to keep an accurate record of the at- 
tendance of all teachers during the institute, conducted 
for the teachers of his county, and to report the same to 
the State superintendent of education, showing the num- 
ber of whole days which each teacher actually attended, 
provided that such time attended by each teacher shall 
not be counted as time taught nor shall any teacher re- 
ceive any pay or compensation for attending an institute. 

Sec. 7. Each teacher attending an institute shall pay 
to the county superintendent a fee of not less than fifty 
cents (50c) and not more than one dollar ($1.00) which 
shall be used in that particular county to supplement the 
State fund appropriated by this act for the maintenance 
of teachers' institutes. 



FOREWORD 



(5 



HE aim of all institute work is Better Teaching. The 
good that comes to the teacher from attendance 
upon a county institute depends largely upon his 
own attitude toward it, and upon the attitude of 
the instructor toward those to be taught. " There is al- 
ways a danger that the instructor will project the work 
upon too high a plane for the average teacher before him. 
The methods and devices are commonplace to him and 
dispose him to expect too much of his class. Based upon 
a survey of conditions in representative parts of the 
State, the instructor, in any rural county where 100 teach- 
\, ers are present, may expect to find approximately the fol- 
lowing conditions: 

22 have never taught before. 

30 have never attended any high school. 

34 possess no professional books. 

43 subscribe for no teachers' magazines. 

45 are strangers in the county where they expect to 

teach, and therefore, lacking in county spirit, due 

to their ignorance of local coditions. 
51 hold third grade certificates. 
65 have never attended a summer school. 
70 do not belong to the State Teachers' Reading Circle. 
76 are strangers to the community where they will 

teach. 
80 do not belong to the State Educational Association. 
80 have never atteded a Normal school, even for a day. 

Another factor that must be reckoned with, if the in- 
stitute is to succeed, is the more progressive body of 
teachers who are ready for something new; to go below 
the surface of things, to advance into new fields. If the 
work is grooved to meet the needs of the inexperienced 
majority, there is a dager that the experienced minority 



8 DEPARTMENT OF EDUCATION. 

will become restive. If, on the other hand, the work is 
projected on too high a plane, it is quite as likely that a 
number will not be interested and complain. How to har- 
monize these elements and set them all to work with a 
community of spirit and of interest, is a problem that the 
successful conductor must solve. As a rule, however, the 
untrained majority requires the maximum of considera- 
tion, and it also follows, that a method or device so stat- 
ed, that the beginner or the weaker teacher can grasp it, 
is equally appreciated by the better trained teacher, pro- 
vided it is flavored with a sincerity of purpose and a clev- 
erness that comes from fresh and thorough preparation. 
If we follow this assumed 100 teachers a little further as 
they go to the several schools they are to teach with their 
average of 41 pupils each, we shall find these rather sig- 
nificant facts : 

19 will have a school with only benches and no desks 

of any kind ; 
41 will find only home-made desks, many of which will 

be occupied by three pupils ; 
60 will find unpainted houses ; 

65 will teach schools that have no toilet facilities ; 

66 will find no sanitary drinking arrangements ; 
70 will find bare walls ; 

78 will teach without wall maps; 

79- will find no school library ; 

84 will teach in houses very poorly lighted. 

However, the most potent factor in the institute is the 
superintendent. He directs its purpose, and moulds its 
spirit. If he is present at every meeting on time to en- 
force punctuality and attendance, to call back to duty the 
teacher who would shirk or attend less than the full day, 
to keep in close contact with the instructors, to direct the 
discussions into such channels as will meet the peculiar 
needs of his own teachers, to invite and insist upon the 
presence of patrons and school officials, to welcome vis- 
itors, and to keep the machinery of the institute friction- 
less, — good is bound to result. The program this year 



INSTITUTE MANUAL. 



has been planned, the instructors selected, and the work 
projected along rather definite lines and with correspond- 
ing aims in view. In the first place, it contemplates giv- 
ing due emphasis to the teaching of English, including 
reading, language, spelling and writing. Hitherto we have 
taken practically all the subjects in the curriculum and 
have tried to give an equitable amount of time to the pre- 
sentation and discussion of each. It now seems entirely 
fitting to concentrate upon English, which is certainly the 
most important and frequently the most poorly taught of 
all branches. Everybody knows that the ability to get 
thought and to express it is fundamental in the mastery 
of any subject. With the teachers of every county in the 
State stressing this part of the course of study the com- 
ing year, decided improvement ought to result. 

Again, the time has come when the country school 
must assume its responsibility in making country life 
more livable and likable. The only institution that can hope 
to enlist every agency for the uplift of the country is the 
school. It must become the community centre through 
which a crusade will be begun and carried on that will 
bring better health, economic, social and moral condi- 
tions, and it will best be able to do this by throwing open 
its doors to such organizations as further the common in- 
terest of the people. All phases of club work, corn clubs, 
poultry clubs, pig clubs, tomato clubs, as well as those 
that enlist the adults, should be harnessed up for work 
through the initiative of the school. It is to be hoped 
that this matter will be so stressed and enthusiasm so 
aroused that every county in the State and every commu- 
nity in every county will be quickened and rejuvenated. 

A temporary "Country Life Commission" has recently 
been organized to formulate plans for a state organiza- 
tion that will promote this work throughout rural Ala- 
bama. This committee consists of representatives of nu- 
merous organizations such as the University of Alabama, 
the Polytechnic Institute, State Health Department, 
State Bankers' Association, Department of Agriculture, 
Highway Commission, Federation of Women's Clubs, 
State School Improvement Association, Farmers' Union, 



10 DEPARTMENT OF EDUCATION. 

and other organizations of like character and standing. 
This committee is now planning definitely to call a state 
meeting which will organize this work and make it opera- 
tive. 

This movement also suggests four days to be observed 
throughout the year by every country school in the state. 
These programs are so general in their reach and so vital 
in their bearing, that it is hoped that all our schools will 
heartily co-operate in their observance by all the people. 
When all shall be thinking the same thoughts about the 
country community, and shall have united for its uplift, 
we may be sure that the school will get for itself a re- 
sponsibility and a dignity which it has heretofore neither 
merited nor received. 

It should also be borne in mind that the Legislature 
will meet in regular quadrennial session before a great 
many months have elapsed. If Alabama is to anything 
like keep pace with her possibilities and in hailing dis- 
tance of her sister commonwealths, certain laws must be 
enacted. Local taxation for schools, consolidation of 
schools and transportation of pupils, better supervision, 
and a modified form of compulsory education, are perfect- 
ly patent needs. And yet, if they are ever written upon our 
statute books, it will be because the teachers of Alabama 
have unitedly and enthusiastically worked for them and 
set others to work for them. I hope, therefore, that at 
every institute this summer these mighty matters for 
which we are to contend will receive due enforcement and 
encouragement from those who are to go out in the ca- 
pacity of instructors and to represent the majesty of our 
corrnron cause. 

The general program which has been arranged for the 
institute proper is self-explanatory and should be fol- 
lowed literally. It should be noted, that it contemplates 
the division of the institute into sections for the study of 
English and for vocational subjects. In the forenoon, the 
elementary and grammar school sections will be given 
over to work suitable to the needs of teachers in the lower 
and upper grades. In the afternoon, the last two periods 
are given to vocational work for boys and vocational work 



INSTITUTE MANUAL. 11 



for girls. It is expected that the conductor will have 
charge of the section doing work in manual arts, and the 
assistant will direct the section engaged in domestic arts. 
Information has been collected from the several superin- 
tendets of the State as to local teachers who could proba- 
bly do work in the manual and domestic arts in any coun- 
ty, and the institute conductors should not fail to secure 
these lists for the counties in which they are to preside. 
After all, the county institute this summer will be 
largely what the conductor makes it. If he will faithfully 
follow the program outlined here and the suggestions 
given for its interpretation, there is every reason to be- 
lieve that the people of our state will be able to live the 
better, to put more into life, to get more out of it, and to 
be happier and richer in every way because of his sum- 
mer's work. 

WM. F. FEAGIN, 
Superintendent of Education. 




PROGRAM FOR THE WEEK. 



Note: The county superintendent, or some one appointed by him, 
should be in the building in which the institute is to be held on 
Monday, the opening day, by eleven o'clock in order that the teach- 
ers may have ample opportunity to enroll before the regular ses- 
sion begins at 1:30 in the afternoon. It should also be made clear 
that no teacher can comply with the law unless that teacher is 
present for enrollment on the first afternoon before the regular 
hour for beginning, and answers to roll-call on each and every day 
and session thereafter. 

MONDAY AFTERNOON 

1:30 Opening Exercises. Music and Devotional. 

1:45 Announcement by the superintendent of special 
plans for the week, such as department meet- 
ings, evening sessions, appointment of commit- 
tees, ushers, reporter, secretary, pianist, etc. 
The superintendent should by all means appoint 
an official timekeeper with call-bell, for service 
during the institute. 

2:00 Introduction of Instructors : 

(At this time the conductor and the assistant should 
make a brief talk on the purpose of the institute, and the 
conductor should outline a plan for running the institute, 
insisting upon punctuality, continuous attendance, and 
the absolute necessity for each teacher to have and use 
throughout the institute the state manual, a notebook, 
and such textbooks as may be required.) 

2:15 The School as a Community Center; What It 
Means and How to Make It so. 

2:40 Boys' Clubs: Their Place and Purpose in the Com- 
munity, and Suggestions for Organizing Them. 

3:20 Department Meetings: 

(a) Vocational work for boys. 

(b) Vocational work for girls. 

(At this point the institute will divide into two 
sections, the members of (a) group giving their 
time to manual arts, and the members of (b) 
group giving their time to domestic art.) 

MONDAY EVENING 

8:00 Annual Institute Social. 

(This should be one of the most enjoyable and helpful 
occasions of the institute. This opportunity comes but 
once a year and should be used for all it is worth. Keep- 
ing in mind that the main object is to get acquainted, 



INSTITUTE MANUAL. 13 



three elements should characterize this occasion: First, 
some method of getting acquainted; second, good music; 
third, amusement for all. A committee should give to 
each teacher who enters, a tag to be worn during the 
evening, on which the wearer's name should be written. 
The "Get-Acquainted Committee" should have assistants 
on the lookout to see that strangers and timid teachers 
are made to feel at home. A resourceful committee can 
easily plan some form of amusement suited to local con- 
ditions. Some social games, or special features which 
will make it impossible for the bashful young men to 
line up on one side of the house and the self -conscious 
maidens on the other, should be provided. No one thing 
will do more to cement the friendship of the teachers of 
the county and make the socis.1 side of the institute a 
real pleasure, than the annual institute social, if prop- 
erly and wisely planned.) 

TUESDAY FORENOON 

8:40 Opening Exercises : 

(This should be varied each day and should serve as a 
model for the rural schools in the county. See to it that 
the institute learns at least one new song each day.) 

9:00 Reading Circle Study: 

Colgrove's "The Teacher and the School." 

(The teachers are required to bring this book with 
them and the instructors must assign and conduct regu- 
lar lessons and not mere quizzes on this book.) 

9:40 Department Meeting: 

(At this time the teachers will separate into at least 
two sections, the one consisting of teachers in primary 
grades; the other consisting of teachers in grammar 
grades, and where conditions justify, a third section 
should be formed consisting of teachers in high school 
grades.) 

English : 

Elementary Section: Reading in primary 

grades. 
Grammar School Section: Reading in gram- 
mar grades. 
10:20 Recess: 

(The recess time should be used in organized play and 
such games should be taught as can be played in the ele- 
mentary schools of the county. Of course time should be 
given for getting water, and allowance should be made 
for weather in case of extreme heat.) 
10:40 Department Meeting: 
English : 

Elementary Section: Spelling in primary 

grades. 
Grammar School Section: Spelling in gram- 
mar grades. 



14 DEPARTMENT OF EDUCATION. 

11:20 Better Health Conditions in the Community. 
12:05 Recess. 

TUESDAY AFTERNOON 

2:00 Music, announcements, etc. 

2:15 Men's Clubs: Their Function in the Community 

and How to Organize Them. 
3:00 Department Meeting: 

(a) Vocational Work for Boys. 

(b) Vocational Work for Girls. 

TUESDAY EVENING 

7:00 Twilight Story Hour: 

(Each institute should observe this time as Story 
Tellers' Evening," in which as many teachers shall par- 
ticipate as time will permit. The best place to have this 
meeting is on some lawn where teachers may seat them- 
selves on the green, if one can be found.) 

WEDNESDAY FORENOON 

8:40 Opening Exercises. 
9:00 Reading Circle Study: 

Colgrove's "The Teacher and the School." 
9:40 Department Meeting: 
English : 

Elementary Section: Model Reading Lesson, 

with children. 
Grammar School Section: Model Reading 

Lesson, using teachers as pupils. 
(Teachers are expected to bring such books for this 
work as they may have been directed.) 

10:20 Recess. 

10:40 Department Meeting: 
English : 

Elementary Section: Language in Primary 

Grades. 
Grammar School Section : Language in Gram- 
mar Grades. 
11:20 Better Economic Conditions in the Community. 
12:05 Recess. 



INSTITUTE MANUAL. 15 



WEDNESDAY AFTERNOON 

2:00 Music, etc. 

2:15 School Improvement Work in County. 

3:00 Department Meeting: 

(a) Vocational Work for Boys. 

(b) Vocational Work for Girls. 

WEDNESDAY EVENING 

8:00 Educational Address : 

(State Superintendent or some distinguished educator 
will discuss illiteracy in Alabama and in the county, with 
some suggestions for its elimination. 

THURSDAY FORENOON 

8:40 Opening Exercises. 
9:00 Reading Circle: 

Organization and plans for work in the county 
for the coming year. 
9:40 Department Meeting: 
English : 

Elementary Section: Written work in pri- 
mary grades. 
Grammar School Section: Written work in 
grammar grades. 
10:20 Recess. 

10:40 Department Meeting: 
English : 

Elementary Section : Model Language Lesson. 
Grammar School Section: Model Language 
Lesson. 

11:20 Better Social Conditions in the Community. 
12:05 Recess. 

THURSDAY AFTERNOON 

2:00 Music, etc. 

2:15 Girls' Clubs: Their Organization and Work in the 

School and in the Community. 
3:00 Department Meeting: 

(a) Vocational Work for Boys. 

(b) Vocational Work for Girls. 



16 DEPARTMENT OF EDUCATION. 

FRIDAY FORENOON 

8:30 Opening Exercises. 

8:40 Women's Clubs: Their Function in the Com- 
munity. 
9:20 Open period. 

(This is an opportunity to do such work as may have 
been crowded out by visitors and other unexpected cir- 
cumstances.) 

10:20 Recess. 

10:30 Better Moral Conditions in the Community. 

11:00 Superintendent's Round Table. 

(At this time the superintendent will be expected to 
outline his plans for the coming year, as, for example, 
the holding of the uniform county seventh grade exami- 
nation, standardization of schools, and the like, and he 
should give such other information as may be desired by 
members of the institute in regard to blanks, forms, and 
the like, and answer any and all questions relating to 
better conditions in the schools of the county. 

11:40 Two-minute closing addresses — Instructors. 
11:45 Business session. 

(At this time necessary business matters should be 
attended to, such as the discussion of resolutions, the 
organization of a permanent county teachers' associa- 
tion and the distribution of the certificates of attend- 
ance.) 



© 



ENGLISH 

HE subject of English, as has already been indicat- 
ed, is the only one of the academic branches to be 
presented in the institutes this year. The reasons 
for this are its practical value, its bearing upon the 
mastery of other subjects, and the fact that it is often 
taught in such an indifferent way. 

Too much emphasis cannot be laid on the character of 
subject matter and the way in which it should be pre- 
sented. 

The following outlines should be adhered to closely : 

PRIMARY READING 

(See State Manual, pages 49 to 58.) 

I. Importance of reading and its relative value to other 

subjects. 

II. Methods: (Many better than one.) 

1. Word. 

2. Sentence. 

3. Phonic. 

A combination of these three makes the best method. 

III. Two Phases : 

1. Mechanical. 

(a) Word mastery. 
Sight words. 
Sound words. 

(b) Devices for drill, such as cards, charts, 
blackboard drills, etc. 

2. Thought: 

Suitable subject matter: 

(a) Subjects for lessons. Interesting objects 
with which the child is familiar, such as a 
ball, flowers, fruits, etc. 
Action Lessons — as running, jumping, hop- 
ping, playing, etc. 

2SM 



18 DEPARTMENT OF EDUCATION. 

Games. 
Nature study. 
Stories and poems. 

(b) Getting and giving thought. 

(c) Dramatization. 

IV. Phonics : 

1. Ear drills. 

2. Ear and lip drills. 

3. Associating sounds with symbols. 

4. Making out words by sounds. 

5. Building up words with sounds. 

6. Drill work; sound cards. 

V. Books: 

1. When introduced, and how the work is articulat- 

ed with lessons previously given. 

2. How used; just how a lesson is conducted. 

3. Adopted books discussed, as to subject matter 

and adaptation. 

4. Illusl rative lesson given in which children are 

used if possible. 

VI. Correlation with other subjects. 

GRAMMAR GRADE READING 

(See State Manual, pages 49 to 63.) 

I. Aim: 

Thought-getting; a stronger power of interpreta- 
tion; and a deeper appreciation of good litera- 
ture. 

II. Subject matter: 

It should be such as will inspire a love for good read- 
ing, create a desire to know; and be of intrinsic 
value. 

III. Method: 

(a) Assignment — Choose selections which seem to 
be most appropriate for the time. Create a sym- 



INSTITUTE MANUAL. 19 



pathetic atmosphere for the selection to be 
studied. Assign definite study questions. 

(b) The recitation — Have much silent reading. 
Call for reproduction and in this way be sure 
that children are interpreting correctly. The 
class is then ready for oral reading. 

(c) Application — Construction, drawing, painting, 
composition and dramatization. 

IV. Illustrative material: 

Postcards, railroad folders, pictures from magazines 
and other sources. 

V. Correlation: 

(a) Correlate the reading with other subjects as 
much as possible. For instance, the best time 
to study "the Legend of Sleepy Hollow" is when 
the geography work is on New York. 

(b) Suit selections to seasons and conditions as 
nearly as possible. 

VI. Home reading: 

(a) So conduct your classroom reading as to make 
children wish to know more of the subjects 
taught. 

(b) Show an interest in what children are reading, 
encourage them to talk to you about it. 

(c) Read to them such books as will create an in- 
terest, and make them want to read for them- 
selves. 

(d) Encourage them to keep a list of what they 
read, and report to you. 

VII. Model lesson: 

Conduct a lesson just as you would in the school- 
room. Have children for the lesson if possible, 
but if this cannot be done, use the teachers. 
Have books, assign a lesson and teach it. 



20 DEPARTMENT OF EDUCATION. 

PRIMARY LANGUAGE 

(See State Manual, pages 67 to 74) 

I. Aim. 

1. To secure free expression. 

2. To quicken the imagination. 

3. To inspire high ideals for forms of speech. 

4. To cultivate a taste for good literature. 

II. Subject matter. 

1. Experiences of the child. 

a. At home. 

b. In his games. 

c. At school. 

2. Stories. 

a. Animal stories. 

b. Nature stories. 

c. Stories from literature. 



Nature studies. 


a. Animal life. 


(1) 


Birds. 




a. Crow. 




b. Mockingbird. 




c. Redwinged blackbird 


(2) 


Insects. 




a. Butterflies. 




b. Bees. 




c. Wasps. 


(3) 


Cat. 


(4) 


Hen and chickens. 


(5) 


Frogs and tadpoles. 


b. Vegetable life. 


(1) 


Flowers and grasses. 




a. Fall flowers. 




b. Spring flowers. 


(2) 


Garden work. 




a. Seed planting. 




1. Germination. 




2. Growth. 



INSTITUTE MANUAL. 21 



4. Poems. 

a. Mother Goose rhymes. 

b. Memory gems. 

(1) Historical, related to season. 

(2) Ethical. 

(3) Aesthetic. 

5. Pictures. 

a. Classical. 

(1) The Angelus. 

b. Historical. 

(1) George Washington. 

(2) Columbus. 

c. Geographical. 

(1) Pictures of countries. 

a. Dutch landscape. 

b. English sheep picture. 

III. Method. 

1. Conversational lesson on familiar subject. 

a. To overcome the child's timidity. 

b. To secure clear enunciation. 

c. To insure correct pronunciation. 

d. To obtain full statements for answers. 

2. Narration of experiences. 

a. To overcome discursiveness. 

b. To secure sequence of events. 

c. To gain a command of good English. 

Note 1. Drill on correct expressions outside the lesson. 

3. Stories. 

Note 2. Teacher must make story her own, so that 
she can tell it as naturally as if talking. 

a. Reproduction. 

(1) In parts by means of questions. 

(2) As a whole to note impression of child. 

b. Dramatization. 

(1) Having parts read from book. 

(2) Having children memorize parts. 

Note 3. See end of outline for Model Lesson. 



22 DEPARTMENT OF EDUCATION. 

4. Nature studies. 

a. Have objects to be studied. 

b. Have children give results of observations 

already made. 

c. Cultivate the power of observation. 

5. Poems. 

a. Taught by rote to, 

(1) Bring out jingle in rhymes. 

(2) Bring out underlying thoughts in 
gems. 

6. Pictures. 

a. By questioning. 

(1) To direct attention to important char- 
acteristics. 

(2) To discern the artist's thought by : 

a. Scenery. 

b. Pose of figures. 

IV. Written work. 

1. Original work. 

2. Simple letter-writing. 

3. Incidents in lives of great men. 

4. Dictation. 

a. Used as a medium to teach formal English. 

(1) Capitalization. 

(2) Punctuation. 

(3) Kinds of sentences. 
Model lesson. 

I. Grade I. 

1. Tell story simply. 

2. Question. 

a. To find thought gained. 

b. To note power of expression. 

c. To encourage use of full statements. 

II. Grade II. 

1. Tell story using language suited to grade. 

a. Conversation to bring out characters in 
story. 



INSTITUTE MANUAL. 23 



b. Questions to emphasize thought sequence. 

c. Statements written to emphasize (1) and 

(2). This is a step to written reproduc- 
tion. 

III. Grade III. 

1. Tell the story in language suited to grade, 
a. Question to bring out 

(1) Kinds of sentences. 

(2) Punctuation marks. 



GRAMMAR GRADE LANGUAGE 

(See State Manual, pages 74 to 84.) 

I. Aim: 

To arouse a deeper conscience for correct expression, 
and create a greater love for good literature. 

II. Subject matter: 

1. Adapt the contents of the text to the needs of the 

class. 

2. Continue the study of such words as need con- 

tinual drill in order to be readily used. 

3. Poems of different types showing the practical 

side of different phases of life. 

4. Description of persons, places or things. 

5. Narration of experience or incidents. 

6. Stories of adventure, heroism, altruism, history, 

animals and nature. 

7. Material from other subjects in the course. 

8. Work on imaginative subjects. 

III. Method. 

1. In the word drills do not be content with merely 

giving the lessons and calling attention to the 
correct use, but drill until the words are fixed 
in the minds of the pupils: 

2. In teaching a poem: 

a. First create a sympathy for the central 
thought before presenting the poem to the 
class. 



24 DEPARTMENT OF EDUCATION. 



b. Present the poem as a whole, then teach it 

in detail. 

c. Have every possible form of expression — 

reading, oral and written reproduction, dis- 
cussion of particular parts of the poem, 
drawing, etc. 

3. Stories should be made your own, so as to be able 

to tell them in the most natural manner. Secure 
different forms of expression as in teaching a 
poem. 

4. In any oral expression do not hamper the child 

with constant correction of errors, but note 
them in your mind, call attention when he has 
finished and at a convenient time, drill in cor- 
rect form until a conscience is aroused which 
will always rebel when the same errors are 
made. 

IV. Dictation: 

Be sure that the children understand the thought in 
the lesson to be given. 

V. Written work : 

1. Make it a rule never to accept anything which 

does not represent the child's best effort. 

2. Do not give more written work than can be done 

well. 

3. Drill in correct form. 

4. Be sure that the subject to be used is of interest 

to the children, and that they have some knowl- 
edge of it. 

5. The most important phase of written work is let- 

ter writing. 

a. Require correct form. 

b. There must be a genuine interest in the let- 

ter. Select subjects that touch the chil- 
dren's lives. Encourage individuality by 
allowing the children to mail their letters. 
Preserve work through the year and let 
them compare their letters at different 
times, so as to see improvement. 



INSTITUTE MANUAL. 25 

VI. Correction of errors may be done in different ways : 

(a) Frequently mark errors and have children re- 
write the papers. 

(b) When an error seems to be general attack it at 
the recitation period, discuss the correct form, 
and drill on it. 

(c) When possible, give individual criticism. 

VII. Model lesson on either a poem or a story. 



SPELLING IN PRIMARY GRADES 

(See State Manual, pages 42 to 48.) 
FIRST GRADE 

Spelling in the first grade taught in connection with 
other lessons, especially reading and language. 

Phonics must receive a great deal of attention. Begin 
early and continue throughout the course. 

1. Teach the consonants and long and short vowel 
sounds. 

2. Teach easy phonograms (blending of short vowel 
and consonant) such as at, et, it, ot, ut, an, en, in, un, etc., 
and make lists of words containing the endings taught. 

3. Give drills upon the blending of two or more conso- 
nants, such as sh, ch, th, wh, gr, etc. 

4. Teach many easy syllables that are found in words 
of the First Reader, such as er, ing, ow, ack, ick, etc. 

5. Teach the effect on the short vowel sound and also 
upon the c, g and s, when the final e is added. 

6. Make drill cards. 

7. Review constantly. 

8. Visualize new words before trying to write them. 

9. Have pupils make easy words and indicate silent let- 
ters by drawing slanting lines through them. 

10. Each pupil should know the letters of the alphabet 
in their order before leaving this grade. 



26 DEPARTMENT OF EDUCATION. 

11. Encourage children to write list of families of 
words that have been learned. 

12. Teach all new words in the reader carefully before 
permitting children to read the lesson silently or orally. 

13. Words must be learned by the eye, the ear, the 
voice, and the hand. 

14. Spell easy words that they need. 

15. Give easy dictation. 

SECOND GRADE 

1. Thoroughly review all previous work and apply con- 
stantly the old knowledge in the attainment of the new. 

2. Continue the work in phonics as outlined in the first 
year, giving new vowel sounds, combinations and phono- 
grams. 

3. Drill on syllables, accent and spelling by sound. 

4. Oral and written spelling of words used in every day 
work. 

5. Use words learned in sentences, poems, letters, etc. 

6. Introduce work in homonyms as the and thee; ant 
and aunt; see and sea, etc. 

7. Drill on capitals as used in writing names of per- 
sons, days of the week, months, county and town. 

THIRD GRADE 

1. Reed's Primary Speller to page 87 and words taken 
from language, arithmetic, readers and geography. 

2. Continue the drills in phonetics. 

3. Drill on marking words and dividing words into syl- 
lables. 

4. Give dictation work in connection with the lan- 
guage, etc. 

5. Oral and written lessons. 

6. Words neatly written with ink in Alabama Writing 
Speller. 

7. In this as in all the grades, vary the ways of teach- 
ing and hearing the spelling lesson. 



INSTITUTE MANUAL. 



27 



SPELLING IN GRAMMAR GRADES 

I. Textbooks: 

Grades III and IV, Reed's Primary Speller. 
Grades V, VI, and VII, Reed's Word Lessons. 

II. How to study spelling. (State Manual, p. 44.) 

III. Which words to emphasize and which to omit (Slate 
Manual, page 42.) 



ductile x 

communicant 

accessible 

amphibious 

neuralgia 

infranqibU 

yrottcis 

tares trial 

schedule 

etymology y 

buoyancy ' 







The accompanying cartoon was published in connection with a 
report of an educational survey of a New York City Elementary 
School which was made by representatives of the Bureau of Munici- 
pal Research. It indicates the blunder that is made in thousands of 
schools. The pupils spend a vast deal of time learning to spell the 
unusual words when they have never mastered the spelling of the 
common, every-day words which they will be likely to use in the 
simplest correspondence. Teachers are invited to study the illustra- 
tion and take this lesson home to themselves. 



IV. Training pupils to use the dictionary. (State Man- 
ual, p. 58.) 



28 DEPARTMENT OF EDUCATION. 

V. Conscience for correct spelling. 
Power to observe accurately. 
Incorrect forms to be avoided. 
Proportion of oral and written work. 
Opportunities created for use of words taught. 

VI. What to do for the poor speller: 

1. Determine the cause: (a) physical, (b) mental. 

2. Remedies (State Manual, p. 44). 

VII. Interest, how secured. 
Monotony of method to be avoided. 
The usual method of recitation. 

Other methods (State Manual, pp. 44, 45). 

VIII. Outline of work and suggestions for each grade. 
(State Manual, pp. 46-48.) 



WRITING 

(See Course of Study, page 38.) 

Writing in primary grades. 

1. Recognition of the child in the teaching of writing 

in primary grades. 

a. Kind of movements. 

b. Kind of pencils, papers, crayon, etc. 

c. Amount of writing required. 

d. Position at desk. 

e. Natural way of holding pen and paper. 

f. Making the writing exercise useful and pleas- 

ing. 

2. Drill in movements and forms. 

a. Movements to develop freedom — rhythm. 

b. Principles developed from movement exer- 

cises. 

c. Drill in writing from dictation and from 

copies. 



INSTITUTE MANUAL. 29 

Influence of good example of writing. 

a. A permanent set of letters on blackboard or 

chart. 

b. Teacher's writing. 

c. Copy in copy-book. 

d. Pupil should begin to write at bottom of 

page. 

e. Display of neat written work in booklets or 

bulletin boards. 
Developing writers who can meet the demands of 
modern business. 

a. Reasonable speed. 

b. Accuracy of form. 

c. Neat general appearance. 

d. Ability to endure writing for many hours. 



MANUAL TRAINING 



y^iHE above expression is but another term for mental 
\^ training. Manual training through the use of 
tools gives skill, mental discipline, and practical 
results. Manual training signifies the expressing 
of ideas in things by means of tools. 

Man is essentially a tool-using animal. Without tools 
he can do nothing, with tools he is all-powerful. The his- 
tory of mankind is but a history of the tools he has in- 
vented and used. Given the human hand, a sharp tool 
and an intelligent brain, man becomes the most wonder- 
ful, the most powerful creature in the universe. De- 
prive his hand of these two and he becomes the most 
helpless. 

The city boy through manual training in the schools is 
given this discipline which comes from the use of tools. 
The country boy should not be deprived of it. Every 
country teacher, man or woman, should master some tools 
so that the knowledge may be passed on to the country 
boy on the farm. 

The use of tools has not only a disciplinary effect upon 
the boy, but a utilitarian one as well. For practical re- 
sults, the country boy should know how to use the saw, 
the hammer, the chisel, the plane, and other simple tools. 
From the mending of the front gate to the building of a 
new barn, the boy in the country will find a world of use 
to make of this knowledge. 

TOOLS 

1. Tools for Measuring — Tape Chisels — Paring, mortising, 
line, ruler, yard stick. Planes — Jack, block, smooth- 
Squares, framing, try. ing. 

Marking gauge, awl, knife 3. Hammers, mallets, 

blade. 4. How to read a blue print. 

2. Cutting Tools. 5. How to lay out a piece of 
Saws — Rip, crosscut, back. wood. 



INSTITUTE MANUAL. 



31 



SIMPLE OUTFIT OF TOOLS 



Steel Square, 24 inch. 
Try Square, 6 inch. 
Two-foot Rule, Boxwood. 
Marking Gauge. 
Dividers, 8 inch wing . 
Six Chisels, 1/8 to 1 in. 
Jack Plane, iron, 14 inch. 
Block Plane, small iron, 6 inch. 
Hand Saw, cross cut, 10 pt. 
Back Saw, 10 inch. 
Brace, ratchet. 
Four Bits, 1/4 to 1 inch. 
Gimlet. 

Screwdriver Bit. 
Countersink. 

Hammer, No. 1% Ballface, 
Maydole. 



Wooden Mallet. 

Oilstone, med., mounted. 

Oil Can. 

Nail Set. 

Screw Driver. 

Bench Brush. 

Two Wood Hand-Screw Clamps, 

12 inch. 
Three Iron Clamps, 6 inch. 
One-half quart-can LePage's 

Liquid Glue. 
Slim Taper File, 5% inch. 
Assortment of Nails and 

Screws. 
Sand Paper, 00 to 1. 



For finishing and staining the articles made, there 
should be paint, brushes, oils and stains in small quan- 
tities. 

In a country school, if a small shed could be built on 
the grounds, a work room could be fitted up, and some of 
the following tools for general use could be added. Other- 
wise, make work bench against wall of school room. 



Ripsaw, 7 point. 
Bevel, Sliding T. 
Drawing Knife. 
Spoke Shave. 
Cold Chisel. 

Turning Saw, with four extra 
blades. 



Monkey Wrench. 

Machinist Hammer, 1%. 

Putty Knife. 

Bench Axe. 

Grindstone, 18 inch, mounted. 

Saw Set. 



In planning for a small shop, tools 
benches should consist of the following: 



for individual 



One Smoothing Plane, 9 inch. 
Block Plane, 6 inch. 
Back Saw, 8 inch. 
Half-inch Chisel. 



One Mallet. 
Boxwood Rule. 
Try Square, 6 inch. 
A vise for each pupil. 



Text recommended for reference work is "Manual 
Training for Common Schools," by Allen & Cotton — pub- 
lished by Chas. Scribners' Sons, New York. Price, $1.00. 



32 DEPARTMENT OF EDUCATION. 

MATERIAL FOR WORK BENCH 

Work bench might be 12 ft. long, 30 inches high, 4 ft. 
wide, with three vises to a side. 

Bill of Lumber 

6 pieces 2x4x30 inches, for legs. 
4 pieces 2x4x12 ft., for sides. 
12 pieces 2x4x 4 ft., for cross pieces. 
Use scrap lumber for braces. 

Make top of 2x4 or 2x6 lumber.- Use 3 pieces 2x4 lum- 
ber 28 inches long for vises. 

Iron screw pins for vises can be bought from ordinary 
hardware stores at 50 cents each. 

FOUR SUGGESTIVE LESSONS 

Lesson I. A work bench for a country school. Sug- 
gestions as to size, equipment and vise. 

Lesson II. Explain use of some of the ordinary tools. 
Give demonstrations before the class of use of each, and 
then have members try. Make and paint flower boxes for 
windows. 

Lesson III.' Explain six steps in laying out and squar- 
ing up a piece of wood. Teach how to make a half lap 
joint and fasten with screw and glue. See Chapter II 
of Textbook. 

Lesson IV. Complete work begun in former lessons. 
Call attention of teachers to designs for furniture in text. 
Teach how to read a blue-print. 

Discuss making of "Six-in-One" Playground Apparatus 
in School Improvement Bulletin, 1914, pages 69 to 83. 



HOUSEHOLD ARTS 



DOMESTIC SCIENCE, AND DOMESTIC ART. 



"The true significance of the terms Domestic Art and Domestic 
Science is not generally understood. Most people think that they 
are interchangeable and that they are used as enticing cloaks for 
sewing and cooking, which are generally considered disagreeable 
subjects. However, this is not the case, although sewing and cook- 
ing are included under the more general terms. Domestic Art in- 
cludes those subjects which pertain to clothing and house planning, 
decorating and furnishing; while Domestic Science includes the 
study of foods, cookery, sanitation, and household management." 

DOMESTIC SCIENCE 

"What we all need to know is how to prepare our everyday food 
in a wholesome, appetizing manner; and especially should the 
farmer's daughter learn how to adapt her supplies to the proper 
nourishment of the family." — Mrs. Walter B. Hill, Athens, Ga., 
State Federation Women's Clubs. 



y** HEN one considers that there are practically twen- 
vX/ ty-five million women and girls over ten years of 
age in the homes of our country, he can more 
forcibly realize the necessity of including in our 
system of education some instruction which has di- 
rect bearing upon their lives. The home has been 
the one institution that has continued to exist since 
man became civilized, and the science of home- 
making will continue to absorb most of the interests 
which revolve about family life. It is upon these 
women and girls who constitute practically one-fourth of 
our entire population that the burden will fall, and our 
ideals of social justice demand that they be given some 
consideration in our plans for popular education. 

In our scheme for making the rural school a force for 
vitalizing rural community life, the country school- 
teacher must make effective her leadership of the women 
and girls. A knowledge of the scientific values of food, of 
the simple laws of sanitation, and of the proper care of 
the home must be imparted by the country teacher. The 

3SM 



34 DEPARTMENT OF EDUCATION. 

teacher must give instruction to the girls, and awaken 
efficient leadership among the mothers of the community. 
If the school is to be the community center, the teacher 
must devise some means of giving instruction in domestic 
science. With present financial conditions in most rural 
communities it is out of the question to expect that ex- 
pensive equipment will be provided for teaching this sub- 
ject. The teacher must exercise ingenuity in introducing 
the work and leave the community to provide for ade- 
quate means of instruction. On page 175 of the 1913 
State Manual is given a simple outfit for country schools. 
This consists of a small kerosene stove, an oven, and a 
few simple utensils. Some girls might bring necessary 
articles from home. 

SIMPLE EQUIPMENT COSTING FROM $8.50 TO $10.00 

One oil stove, single burner, One can opener, Yankee, with 
with back or ends enclosed. corkscrew in handle. 

One oven for same. One measuring cup, tin, half- 
One stove pan, 8x10. pint size. 

One butcher knife. One mixing bowl, medium. 

One egg beater, heavy flat wire. One individual Ramakin baker. 

One plate, plain white. One paring knife. 

One soup plate, plain white. One tablespoon, one teaspoon. 

One cup and saucer, plain white. One individual muffin tin. 

One flour sifter, tin, quart size. One knife and fork, kitchen, No. 

One dish pan, onyx, 14 qt. 101. 

One double boiler, onyx, large One pie pan, tin. 

size. One small scrubbing brush. 

One soap dish, white. One bucket, tin, 3 quart. 

One glass jar, quart size. One sauce pan, onyx. 

One jelly glass. One tea pot, onyx. 

One skillet, light steel. 

The teacher should see that soap, toweling, matches, 
a box of labels and a few extra jars are provided. 

Unless the school authorities will pay for the materials 
used, each member of the club should pay five or ten cents 
per week to cover the cost of each lesson, or bring the 
materials from home. 

If no equipment can be secured for the school, a club 
might be organized to meet weekly at some convenient 
home where the kitchen and dining room might be util- 
ized. In teaching the work the last hour or the noon re- 



INSTITUTE MANUAL. 35 

cess once or twice a week could be used to give the les- 
sons. Some teachers make it a practice to write a few 
recipes upon the board and have the girls copy them 
down and perform the work at home, reporting the re- 
sults to the teacher or having the parents to do so. The 
organization of a club, however, is the most satisfactory 
plan of teaching the work. 

This manual contains four model lessons dealing with 
important phases of teaching domestic science. 

LESSON I. 

Foods. — Food is any substance that when taken into 
the body furnishes heat or energy, or is used for building 
tissue, and does not injure the body. 

CLASSES OF FOODS AND THEIR USES IN THE BODY: 

Proteins or nitrogenous foods — used to build new tis- 
sue and to repair waste. Common protein foods are milk, 
eggs, lean meat, cheese, peas, beans. 

Carbohydrates. — Source of heat and energy in the 
body. 

Carbohydrates include starches, sugars, and celluloses. 

Potatoes, rice, corn, wheat, are some of the common 
starchy foods. Celluloses make up the fibrous parts of 
plants. They are indigestible but give bulk to the meal. 
The principal sources of sugar are cane, beets and fruits. 

Fats. — Source of heat and energy. Examples are but- 
ter, fat of animals, nuts, oil of plants, as cottonseed oil 
and olive oil. 

Minerals. — Used chiefly in bone building and as an aid 
to digestion. 

Source. — Mineral waters, green vegetables. 

Water. — Makes up about two-thirds of the body 
weight. It is used in the body as a solvent and aids in 
the digestion and assimilation of food. 



36 DEPARTMENT OF EDUCATION. 

LESSON II 
Preparation of Foods for Cooking. 

Methods of cooking: 

Boiling Roasting 

Steaming Baking 

Stewing Frying 
Broiling 

Dishwashing: 

Things children should remember concerning table 
manners. 

LESSON III 
Practical Lesson in Cooking 

Two Simple Recipes 
Corn Meal Muffins. — Ingredients: 

1 c. flour 1 t. salt 

1 c. corn meal 1 egg 

4 t. baking powder 2 t. lard or cottolene 

2 t. sugar 1 c. milk 

Method. — Mix and sift the dry ingredients into the 
liquid. Add fat, mix by vigorous beating, bake 15 to 20 
minutes in a hot oven. 

Creamed Potatoes — Ingredients : 

1 medium sized potato 

1/4 c. medium white sauce. 

Method. — Wash and pare potatoes, place boiling water 
and boil with cover on for 20 minutes, or until tender. 
Salt when half done. 

To cream, add potatoes to white sauce. 

Medium White Sauce: 

1 c. milk 2 t. flour 

2 t. butter Salt — pepper. 



INSTITUTE MANUAL. 37 

Scald milk, melt the butter and mix in the flour to a 
smooth paste. Add the hot milk slowly, stirring con- 
stantly. Boil five minutes ; add salt and pepper. 

LESSON IV 

Serving. — Setting of the table," serving of food. 

Menus. — Menus of balanced meals. Breakfast, lunch, 
dinner. Best use of home products. 

Invalid Cooking. — Proper arrangement of tray. Nutri- 
tious foods that are easily digested. Toast, eggs, soups, 
tea, etc. 

References. — Human Physiology, Ritchie, Pub. by 
World Book Co., Yonkers, N. Y. Household Science and 
Arts, Morris. Pub. by American Book Co., Cincinnati. 
Household Chemistry, Dodd. Pub. by American School 
of Economics. Farmers' Bulletins numbers: 42, 74, 93, 
142, 203, 256, 293, 348, 359, 389. 

Supplies needed for model lesson, for fifteen people. 

1 pk. potatoes 1 lb. lard 

10 cents worth of flour 1/2 lb. butter 

1/4 pk. corn meal 5 pts. milk. 
1/2 doz. eggs 

SEWING 

Each institute worker should secure a copy of Sewing 
Tablet, No. 1. This can be had from the state depository 
for 45 cents, and should be made the basis of work. 

Teachers might secure a copy from the local depository 
to use during the institute and for work during the com- 
ing school year. This work depends largely upon the 
personality of the institute instructor and of the teacher 
in the rural school. 

The sewing tablet gives directions for making simple 
stitches. Have children do sample work until they can 
do a stitch well, then let them apply the knowledge in 
some useful article. For instance, they may make a cook 
apron and cap as a preparatory step in taking up cooking. 
Napkins can be hemmed and simple garments can be 



38 DEPARTMENT OF EDUCATION. 

made later on. Each teacher will have to plan details of 
work to meet her own particular needs. 

In the rural schools the work can often be done more 
effectually through clubs. However, if possible, make it 
a part of the regular program, setting aside one or two 
periods each week. 

During the institute it will be well to have a demon- 
stration lesson on teaching some particular stitch and 
then have the teacher apply this in making a sewing bag. 

The time for teaching the work in the institutes will be 
the first thirty minutes of the period for vocational work 
each afternoon. 

Let's give to this work the best we have and the best 
will come back to us. 



THE COUNTRY SCHOOL AS A COMMUNITY 
CENTER 



Some significant changes came about in Alabama dur- 
ing the last census decade: 

1. The population increased 16.9%. 

2. The production of all cereals decreased 9.4%. 

3. The production of corn decreased 12.4%. 

4. Farm lands increased in value 116.6%. 

5. The per cent, of our total population living in the 
country decreased from 88.1% to 82.7%. 

These facts are portents of danger, even disaster, un- 
less we shall find some way to rejuvenate rural life, to 
stem the tide that is flowing to the cities and to greatly 
increase the variety and productiveness of our farms. 

We have wasted too much time on "back to the farm" 
propaganda. Man is pre-eminently a social animal and 
so long as the isolation and seclusion of the country con- 
tinue, the city will go on sucking the best blood from our 
rural folk. 

We have no right to expect any "stay on the farm" era 
until we cease stinting the social instincts and starving 
the communal activities of those who live in the country. 

Reacting against the backwardness and selfishness of 
country life and seeking to meet an instinctive need for 
social contact and recreation, our boys and girls naturally 
join the crowd that is ever moving cityward. 

There is much in the city that is good and much that is 
bad, but the pity of it is that the country boy newly come 
to town is prone to the "whims of callow youth," exceed- 
ingly unsophisticated and especially susceptible to the al- 
lurements of the inviting bad. 

Most of our great men have come from the country, to 
be sure, because in the main there has been nowhere else 
from whence they could come, but we never rehearse the 



40 DEPARTMENT OF EDUCATION. 



even more remarkable and deplorable statistics of those 
who succumb to the perils of the city and the charms of 
its vices. 

The fundamental problem of this day and generation is 
one of better health, economic, social and moral condi- 
tions in the country community and the only agency that 
can assume the leadership in this work is the country 
school. It is the common property of all and is the only 
institution which without any exception whatsoever sus- 
tains this unique relation to the people of the entire 
neighborhood. 

"Schoolhouses have become monuments of neglected 
opportunity. It is no exaggeration to say that in making 
the schoolhouse the forum of the people lies the chief 
hope of perpetuating the republic and its institutions." 
Country folks are narrow in many ways, it is true; preju- 
dice, partisanship, selfishness, and sectarianism flourish 
there in all their primitive freshness and vigor, but de- 
spite it all there is one thing upon which they are per- 
fectly agreed, namely, that country life should be as full, 
as free, as attractive, and as prosperous as human inge- 
nuity and skill can possibly conceive to make it. 

There are nearly 7,000 schoolhouses in Alabama which 
are being used by about one-fifth of the population for 
one-fourth of the day and for but one-third of the year. 
The school plant has meant little more to us heretofore 
than an educational institution for teachers and children, 
but the time has come when the tremendous importance 
of the undeveloped resources and potentialities in a wider 
use of the school plant must be fully comprehended and 
the school building furnished by the taxpayers of the 
community must furnish the basis for co-operative ac- 
tion in neighborhoods, including the whole interest and 
enlisting the united energy of all the people. 

The wider use of the school building is feasible in every 
community. It will require little, if any, additional equip- 
ment and no extra expense except that of more lighting 
and heating. This wider use of the school building would 
result first of all in a better understanding between pa- 
rents and teachers and in that mutual confidence and 
co-operation which more than any other defect character- 



INSTITUTE MANUAL. 41 



izes the line of divergence between the home and the 
school. It is a patent truth that where parents take the 
greatest interest in the school, its work is most nearly 
ideal, and where popular interest is low, the work of the 
school is mediocre. This wide use of the school plant has 
its economic value also. There are numbers and numbers 
of people who can never be told of the need for better 
buildings, better equipment, better teachers, better super- 
vision, consolidated schools, etc., but these same people 
when once they have had an ocular demonstration of ac- 
tual conditions are usually liberal of their means and 
sympathetic in their attitude in seeking a solution of all 
the problems that retard the progress of the school. 

In the second place, the school is being criticized be- 
cause it fails to relate its work to the everyday experi- 
ences of life out of school. Community meetings would 
furnish the point of contact between the old and the 
young of the community and would give to each the op- 
portunity for self-expression that would develop on the 
part of both an intellectual power and the ability to com- 
municate it that would enable our country people to as- 
sume the responsibilities of leadership and to formulate 
a public opinion on issues of the day that would put an 
end to their primitive fixedness and dogmatism so fre- 
quently unjustified by reason, experience, and common 
sense. 

In the third place, the school as a community center 
would furnish a convenient medium of exchange of ideas, 
industrial, political, economic, social and otherwise, that 
would result in better living conditions in the humblest 
home of the most remote resident of the neighborhood. 

In spite of countless conferences and commissions, we 
are far from the real solution of the problem. A drive 
into any district remote from a railroad will show that 
the country church, the country school, and the country 
house are still univiting places. The farmer's wife is 
still the slave of inconvenience, and the young folks of the 
community have no proper outlets for recreational and 
social activities. The community center plan, however, 
would make it possible for these activities to be projected 
and directed by those of broader experience and maturer 



42 DEPARTMENT OF EDUCATION. 

judgment and there would result a social relationship 
sane in its character, thorough in its reach, and whole- 
some in its effect. 

But the community center plan will never work itself. 
There must be a new school and in it a new teacher; one 
who is in sympathy with country life, is familiar with all 
types of rural industries, and in the sciences underlying 
them ; one who is trained to find beauty in utility and to 
interpret words in terms of action. In short, one who is 
skilled to find opportunities or create them, if needs be, 
out of the extremities of the communtiy, is tireless and 
tactful in working them out, and makes the domain of the 
school and of her unselfish service the complete life of all 
the people. 

In these and many other ways the school building is a 
potential agency for the type of co-operation that can 
easily be brought about if the people of the community 
can be brought together, become acquainted, and think 
jointly about those matters that concern the phases of 
their everyday life and toil as well as their recreations 
and fellowships. Only in this way can we hope to develop 
the powers of our country folk, elevate their ideals, en- 
large their outlook, focus their intelligence on everyday 
needs, and make their community a place of contentment 
and a joy forever. 



SPECIAL DAYS 



MEETINGS TO BE HELD IN EVERY COUNTRY SCHOOL 
DURING THE YEAR 1914-15 

SN ORDER to give each school and community 
something definite to do in enkindling an intel- 
ligent enthusiasm and in awakening a co-opera- 
tive spirit that will permeate and elevate coun- 
try life, each public school in the state should be in- 
spired to observe the special days given below. Noth- 
ing short of determined and persistent efforts to make 
the celebration of these days felt and participated in by 
all the people in the community should be the aim of 
every teacher in every rural school. A number of other 
days are also well worth celebrating, but the four have 
been prescribed because they are so general in their na- 
ture that no community can afford to neglect to observe 
them; and local conditions are usually divergent enough 
to require that the observance of other days be left to the 
wisdom and discretion of the thoughtful and progressive 
teacher. 

Suggestive programs have been arranged for the ob- 
servance of the special days, and institute workers are 
urged to do their very best to arouse the teachers to a 
full sense of what is contemplated by this movement, and 
with their opportunity to further the work of uplifting 
country life by the united and purposeful efforts of all 
the people of all ages in every community. The programs 
below are intended to be suggestive, rather than binding, 
and whether they are followed closely or not, the days 
should be observed by every country teacher, by every 
country school, by every country community. 

"SCHOOL IMPROVEMENT DAY," OCTOBER 30, 1914 

In order that this day may be thoroughly effective, 
much preliminary work must be done for at least two 
weeks in advance. Efforts must be put forth to have the 
building and grounds in such condition that they will pre- 



44 DEPARTMENT OF EDUCATION. 

sent a creditable appearance on this day. A number of 
things can be done in any school that will be worth while, 
both indoors and out. A few of them are suggested : 

Interior 

1. Clean windows, floors and walls. Put in window- 
panes where necessary. 

2. Paper or paint walls. 

3. Provide shades for windows. Polish stoves. 

4. Put locks on doors and windows. 

5. Clean desks, disinfect where possible. 

6. Paint blackboards. Provide erasers; make them 
where necessary. 

7. Provide soap, wash-pan and towels; foot-mats, and 
scrapes. 

8. Make and paint window-boxes for flowers. 

9. Bring potted plants such as ferns ; also flower vases ; 
magazines for reading-table. 

10. Ask for tools to be contributed as permanent prop- 
erty of school. 

11. See to drinking-water. Supply fountains if possi- 
ble. If buckets are used, insist upon cleanliness and indi- 
vidual drinking-cups. 

12. Bring pictures. Sometimes good pictures can be 
borrowed from homes for awhile. 

13. Repair steps. 

Exterior 

14. Paint exterior of building. 

15. Lattice around building or plant cannas where this 
is not possible. 

16. Clean yard ; rake and burn trash ; trim trees where 
branches are low. 

17. Lay off grounds with view to work which is to con- 
tinue through year. Plan base ball and basket ball 
grouds. 

18. Playground equipment. (Six-in-one.) (Write 
Prof. M. Thos. Fullan, Auburn, Ala., for circular on play- 



INSTITUTE MANUAL. 45 

ground equipment. Also see School Improvement Bulle- 
tin No. 41.) 

19. Provide sanitary out-houses. 

(Write to State Board of Health for bulletin on Sanitary Out- 
houses. Also see School Improvement Bulletin No. 41.) 

Note. — Organize in school a Housekeeping Committee; also a 
Yard Committee. 

GOOD ROADS DAY 

January 15, 1915 

The first thing to do is to get some good literature on 
roads and road building. The teacher having become well 
informed and interested, and havng at hand suitable 
books and pamphlets, she should endeavor to enthuse her 
pupils with the desirability and value of improved high- 
ways. If the teacher manages this material skillfully in 
connection with geography, language, history and arith- 
metic, children will become good roads advocates. 

After the pupils have become interested it would be a 
good thing if some of them in company with the teacher 
could combine with an outing a tour of inspection to and 
over the nearest stretch of properly built road. 

When the time is ripe a good roads meeting for the 
community is in order. 

Program (Suggestive) 

The teacher and pupils should have a map showing all 
the public roads of the community drawn on the black- 
board before the meeting. 

1. Song, America, followed by Devotional Exercises. 

2. Inconvenience of the roads as they are (by a citi- 
zen). 

3. Are the roads properly located? If not, what 
changes should be made, and why (By a citizen.) 

4. How much does this community lose by not having 
good roads. (By pupil or other suitable person.) 

5. Anecdotes of the bad roads of the past (by older 
citizens). 



46 DEPARTMENT OF EDUCATION. 



6. Roll Call, and responses selected from "Good Roads 
Arbor Day." 

7. Effect of good roads upon the school and church life 
of the community. (By local pastor.) 

8. What are the best ways to put our roads in good 
condition, and what will it cost? (By best available au- 
thority.) 

9. What shall we do? When? (Plans may be formed 
if thought wise.) 

10. Adjournment. 

List of Available Publications 

U. S. Department of Agriculture, Washington, D. C, 
free on request: 

Bulletins : 

No. 95 — Good Roads for Farmers ; 

No. 136— Earth Roads ; 

No. 505 — Benefits of Improved Roads; 

No. 311 — Sand Clay and Burnt Clay Roads; 

No. 321— The Split Log Drag; 

No. 31 — Mileage and Cost of Public Roads in the 
United States; 

No. 39 — Highway Bridges and Culverts; 

Circular No. 95 — Special Road Problems in the South- 
ern States. 

Circular Good Roads Arbor Day, Bulletin No. 26 
(1913) Bureau of Ed., is one of the best. Send 10c post- 
age to Superintendent of Documets, Government Printing 
Office, Washington, D. C. 

Further information may be had from State Highway 
Engineer W. S. Kellar, Montgomery, Ala., or of The 
Office of Public Roads, Department of Agriculture, Wash- 
ington, D. C. 

HEALTH DAY 

February 12, 1915 

The Health Day Exercises should be preceded by prep- 
aration on the part of pupils and teacher after the man- 
ner suggested for Good Roads Day. 



INSTITUTE MANUAL. 47 



Program (Suggestive) 

1. Song and Devotional Exercises. 

2. Health Dont's; Health Do's (one each from several 
pupils drawing upon what they have learned) . 

3. The housefly, enemy of health; how to treat him 
(by a pupil). 

4. The dangers of shallow and improperly located wells 
(by teacher or citizen. Have good drawing to show 
properly located well.) 

5. The ventilation of a bed room. (5 minutes paper by 
a girl.) 

6. "My Health Creed" (from School Improvement Bul- 
letin No. 41), by a pupil. 

7. Music. 

8. Humorous recitation, or other entertainment. 

9. The greatest menaces to the health of this com- 
munity. (By invited physician.) 

10. Song and adjournment. 

Free bulletins may be had of the United States Depart- 
ment of Agriculture, Washington, D. C, as follows : 

Farmers' Bulletins: 

No. 459 — Houseflies. 

No. 450 — Some facts about malaria. 

No. 115 — How insects affect health in rural communi- 
ties. 

No. 345 — Some common disinfectants. 

No. 393 — Habit-forming agents (drugs in foods) . 

No. 377 — Harmfulness of headache mixtures. 

No. 463— The Sanitary Privy. 

Valuable bulletins are issued by the State Board of 
Health, Motgomery, Ala., on such subjects as the House- 
fly* Typhoid Fever, etc. 

The teacher should consult either of the above sources 
for additional help on any special topic. 

BETTER FARMING DAY 

March 12, 1915 

The problems of life are threefold — production, distri- 
bution and consumption. The farmer's greatest interest 
is in the first. The other two are important. 



48 DEPARTMENT OF EDUCATION. 

Ditsribution includes co-operation in handling and dis- 
posing of products in order that the producer may realize 
a profit therefrom. 

Consumption includes not only the consumption of such 
parts of his own products as are necessary, but the pro- 
curing of food which cannot be produced at home as well 
as clothes and manufactured articles that are needed for 
use by the family. 

All three problems are given space in the program. 

While this program is entirely suggestive, two subjects 
are given under each head so that if either is used, judi- 
cious selection may be made. More music and recitations 
may be inserted if thought best. 

Program (Suggestive) 

1. Music. 

2. Invocation. 

3. (a) How to build up worn-out soils. 

(b) Fertilization and cultivation of corn (or cotton) . 

4. (a) Selection of seed corn. 

(b) Selection of seed potatoes. 

5. Song by the children (Corn Club songs) . 

6. (a) Heading off the Boll Weevil. 

(b) Raising popcorn for home and market. 

7. (a) How I made my acre of corn — by a Corn Club 

boy. 
(b) What I did with my crop of fruit and vegeta- 
bles — by a girl. 

8. (a) Stockraising (including a demonstration in 

stock judging), 
(b) Fruit growing. 

9. (a) Use of improved machinery as a labor saver on 

the farm, 
(b) Labor saving devices needed by the women in 
the home. 

10. Dinner (on the grounds). 

11. (a) Co-operation in buying fertilizers and other ne- 

cessities on the farm, 
(b) Co-operation in marketing crops. 



INSTITUTE MANUAL. 49 

12. *Recitations, such as: 

a. Masque of the Seasons. 

b. Woodman, Spare that Tree. 

c. Appleseed John. 

d. The House by the Side of the Road. 

e. The Calf Path. 

13. (a) How to spend leisure hours, 
(b) Proper recreation for children. 

14. Song, "The Old Oaken Bucket." 

15. (a) Shopping problems. 

(b) A properly balanced ration. 

16. (a) The battle with the germ, 
(b) Prevention better than cure. 

17. Song, "God Be With You Till We Meet Again." 

*These are contained in Bulletin 553, U. S. Bureau of Education, 
Washington, D. C. This will be sent free of charge, upon applica- 
tion. 



4SM 



BETTER HEALTH CONDITIONS IN THE 
COMMUNITY 



6 



VERY rural community should come to look upon 
its school as a central factor in determining the 
health and sanitary conditions surrounding the 
community's people. The school should ultimately 
become a vital force in setting up and maintaining a 
standard for health conditions in a community in much 
the same sense in which it should represent, its intellec- 
tual and moral status. 

Better Health Conditions should be the slogan for 
every rural school in Alabama. 

It must be obvious, however, that a requisite for the 
rural school in taking on this new function as a factor in 
determining health conditions of the community is, first 
of all, to set its own house in order. No school can possi- 
bly succeed in this new role if it sets up to preach a gos- 
pel of health and sanitation which it does not itself put 
into practice. 

Investigations have shown that one of the most urgent 
needs today is a rigid and systematic medical inspection 
of our schools. The mental development of the school 
child depends fundamentally upon a healthy body. This 
is an adage grown old while thousands of school children 
have passed on through their generation, reaching ma- 
turity too often as mental and physical cripples, because 
the wisdom of the adage was not heeded. 

The State Health Department has recently found that 
8,600 or 30% of the school children representing 429 
rural schools in 37 counties in Alabama had physical de- 
fects of sufficient gravity to retard seriously their devel- 
opment, and it was further discovered that less than one- 
fourth of these 429 schools had sanitary arrangements 
which would meet even minimum requirements, the in- 
evitable result of this being a heavily polluted soil ac- 
tually constituting a part of the children's playgrounds. 

Obviously, such findings, even though meager and 
lacking in detail, are sufficient to indicate very clearly 



INSTITUTE MANUAL. 51 

certain fundamental defects in our rural schools them- 
selves which MUST first be remedied before the school 
will be able to vitalize community life along the lines of 
health and sanitation. 

What steps then are necessary in order that a rural 
school may take its proper place and play its full part in 
the development of better health conditions throughout 
the community? 

First of all, every influence should be exerted to se- 
cure funds by local taxation. Health and sanitation are 
purchasable commodities, but they cannot be had for a 
few dollars — a mere pittance, and part of that donated by 
the State. Every community should, and ultimately 
must of itself provide for better health conditions locally, 
without looking to the commonwealth for any considera- 
ble support. 

Make every school building with all its environ- 
ments a model in sanitation. This does not imply elabo- 
rate architecture, pleasing landscape surroundings, or 
costly equipment; but it does mean proper lighting and 
ventilation, an uncontaminated water-supply, a location 
of such elevation as to have proper drainage, and ample 
playgrounds that are absolutely free of soil pollution. It 
is the lack of these last-mentioned essentials that has 
wrought havoc with the lives and health of thousands of 
school children in our rural schools, and that year after 
year has crippled so many of them in both body and mind. 

Faulty lighting produces serious defects of vision, 
which have too often become permanent. Bad ventila- 
tion is vicious in its indirect effects upon the receptive 
mental faculties of the child, ultimately resulting, as it 
does, in actually dulling brain activity. The more direct 
effects of bad ventilation upon physical development are 
of course commonly known and need not be detailed here. 

An uncontaminated water-supply is a matter which de- 
mands rigid attention. Some recent investigations have 
brought to light the fact that many rural schools are 
using drinking-water from heavily polluted wells, and no 
small number of tragic results from typhoid fever have 
been traced to such sources. 



52 DEPARTMENT OF EDUCATION. 

Elevated grounds with ample natural drainage should 
be sought for every school location, so that the forma- 
tion nearby of pools and ponds may be avoided as far as 
possible, thus limiting the breeding-places of the mo- 
squito. This is one of the primary precautions to be car- 
ried out in the prevention of malaria — a malady that is 
so very widespread throughout many rural communities. 

Soil pollution, resulting from the lack of sanitary 
privies at our rural schools and homes, has been the 
means of producing more human misery and disability by 
spreading the scourges of Hookworm Disease and Ty- 
phoid Fever throughout rural Alabama than any other 
single factor affecting the lives and health of her people. 

The heavy toll invariably levied by such a disease as 
Typhoid Fever is commonly known to all, but the appall- 
ing cost of Hookworm Disease has not yet been fully real- 
ized. The enormous loss in mere dollars and cents alone, 
resulting from our failure to recognize the importance of 
the sanitary privy, is sufficient in itself actually to cover 
the cost of every rural school building in Alabama. The 
value of the lives and health of school children, however, 
should not be measured by such mercenary considerations 
and there should be an accounting of the physical disabil- 
ities which mark the end results of an infection with such 
a blood-destroying parasite as that which causes Hook- 
worm Disease. This malady exists and spreads solely 
by means of soil polluted with the contents of the ordi- 
nary open-back surface privy — the type to be found in 
ninety per cent, of our rural schools and homes. In order 
to appreciate the full significance of the effects of Hook- 
worm Disease, witness the picture presented by hundreds 
of little hookworm-infected children. They are pale, weak 
and anaemic, bloated and ill nourished, crippled in mind 
and body, existing in utter poverty, often indeed in base 
illiteracy, utterly incapacitated physically and mentally 
to receive an education. And yet, many such children as 
these are actually living today within a stone's throw of 
hundreds of schools in rural communities in Alabama. 
In the light of what has just been stated concerning the 
mode of transmission of this disease, and its effects upon 



INSTITUTE MANUAL. 53 



the sufferer, some idea of the economic loss resulting from 
this preventable malady may be gained from the records 
of the State Health Department, which show that within 
the past three years 38,869 persons in 42 counties have 
been examined and of this number 16,232, or 41.7% were 
found to have Hookworm Disease. 

From the foregoing recital of some of the conditions ac- 
tually existing which affect many of our schools, it must 
be clear what the school should, at the outset, accom- 
plish for itself. Having done this, it should then assume 
the responsibility of teaching its own practices to every 
man, woman, and child in the community. Every teacher 
should feel it his or her duty to make a close study of the 
fundamental principles of sanitation which govern the 
health conditions of rural homes and schools. A course 
of study should be planned such as would provide for sys- 
tematic instruction of every pupil in the school, young or 
old, every day of the school term. Moreover, it is abso- 
lutely essential that such instruction be given just as 
conscientiously as one would teach reading, or writing, or 
spelling, or any one of the other elementary branches. 
Such instruction can be most effectively carried out by 
means of health exhibits, made up of photographs, illus- 
trated charts, leaflets, and pamphlets. These exhibits, 
which can be prepared by the aid of our State and Fed- 
eral Bureaus of Health should ultimately form a part of 
the permanent equipment of every school. 

Let every school have its Health Committees, appoint- 
ed by the teacher. She should select one group from the 
boys and one from the girls, and make these committees 
responsible for the proper sanitation of the school and all 
of its environments. Their duties should be specific, and 
well defined, and carried out in all seriousness, and always 
without any show whatever of false modesty regarding 
many of its details. Such Health Committees should be 
given authority commensurate with their duties and re- 
sponsibilities ; and if these committees are carefully se- 
lected, and new ones appointed from time to time, it will 
be found one of the most efficient methods that could be 
adopted for teaching children along the lines which have 
already been indicated. 



54 DEPARTMENT OF EDUCATION. 

Lastly, make the community school a center for public 
instruction, where not only the children themselves are 
taught, but where also all classes of men and women from 
the community may come together at regular intervals 
to learn what community health means, and what steps 
are necessary to bring about better living conditions. 
Health Day, as suggested elsewhere in this Manual, 
should be rigidly observed in every public school in Ala- 
bama. The special program for the day may be adjusted 
so as to make it fit the peculiar needs of the locality. 
While the teacher and pupils, particularly the Health 
Committees of the school, should at all times take the 
leading part in this effort to reach the public, and ulti- 
mately bring them into the spirit of the movement, illus- 
trated lectures by others on public health questions 
should be arranged for, and thus outside influences 
brought in. 

The County Board of Health should be brought into 
active co-operation with the school in the health cam- 
paign for the community. The County Health Officer in 
his official capacity, and also all the other members of the 
local County Medical Society should be enlisted in this 
public service. The health officer of the county particu- 
larly should frequently visit every school in the county 
to make practical health talks at the school, and to aid 
the school in enforcing its sanitary regulations. Other 
physicians of the county should visit the schools at regu- 
lar intervals and give lectures and demonstrations on sub- 
jects of health and sanitation. A definite program of this 
kind should be settled upon at the beginning of the school 
term and continued throughout the entire year. The 
program should be kept thoroughly advertised by the 
school, and in every instance, when these visits and lec- 
tures by the physicians are to be given, a special effort 
should be made by the teacher and the health committees 
of the school to bring the people of the community out, 
and at the same time urge them to attend regularly dur- 
ing the whole course. 

Prominent citizens and officials of the community, such 
as school trustees, Probate Judge, the Mayor, banker, or 



INSTITUTE MANUAL. 55 

some prominent lawyer, should from time to time preside 
over these meetings. These efforts, if entered into in a 
spirit of loyalty, and persisted in, cannot fail ultimately 
to produce a very profound effect upon community life. 

Again, the kind of outside co-operation which has been 
suggested might also, at times, be given by public health 
officials of the State Health Department, and, perhaps oc- 
casionally by lecturers from our National Department of 
Health. The State Health Department will be glad to 
communicate with any teacher at any time with refer- 
ence to these suggestions. 

Finally, whatever may be the details of the plan which 
each school shall have to work out for its own communi- 
ty, the hope is indulged that the general suggestions here 
offered may serve to emphasize the fact that the school 
that is permanently to further the development of com- 
munity life in all its phases must ultimately get a very 
clear vision of its proper function in determining the 
health conditions of the people who are its own patrons 
and upon whom the school vitally depends. 



BETTER ECONOMIC CONDITIONS IN THE COMMU- 
NITY—WAYS AND MEANS OF BRINGING 
THEM ABOUT 



C5 



HE economic conditions of any community should 
be such as to enable the people to live up to a stan- 
dard civilization. The standard first must be in 
the ideals of the people. Right ideals being set up 
means to attain to the standard most likely will be found. 
In modern civilization every man should be able to pro- 
duce enough to supply his wants, and to have a surplus of 
both time and means. It is the business of education to 
teach the individual how to live; how to have means to 
live, and how to spend his surplus so that he and society 
may profit from it. Stated in terms of rural life the 
thought may be put more concretely as follows: Every 
farmer must desire a certain minimum standard of liv- 
ing. Every farmer in Alabama should have an ambition 
to own his home and farm, even though- modest — a home 
attractive, comfortable, sanitary, conveniently arranged, 
with as many conveniences and labor-saving devices as 
are possible. He should wish to produce the best live- 
stock, poultry, corn, cotton, hay, potatoes, fruits and 
vegetables — so that his labors and plans would enable 
him to have the desired surplus of time and means for 
leisure; time to associate and confer with his neighbors; 
time for recreation and for intellectual improvement 
through reading, and for other cultural opportunities. 
He should desire the best school and church facilities, and 
good roads by which to reach them ; his ideals should re- 
quire for himself and his family, social contact, recrea- 
tion, music, literature and lectures — such things as we 
are accustomed to call cultural. 

The above-mentioned things are only suggestive, but 
the position is taken that the people of the country must 
be taught to look forward to all these things with an 
optimism born of the belief that they arg right and pos- 
sible of attainment. The first great requisite to secur- 
ing better economic conditions in the community is that 



INSTITUTE MANUAL. 57 

education of the people which makes them long for the 
kind of home and community life about which so much is 
being said. Our "young men must dream dreams; our 
old men must see visions." 

A scheme of civilization must have not only a minimum 
standard of living, but also methods and organizations 
for legitimately procuring means for such living. If our 
country life is to be better, happier, fuller and sweeter, 
economic conditions must be made better. 

Economic conditions may be improved: 

1. BY INCREASED AND IMPROVED PRODUCTION 

How may the teacher be of service in this respect ? 

(a) By teaching scientific agriculture in school and 
out. By identifying himself with the Farmers' Union 
and helping its members to educate themselves in such 
matters as, the use of fertilizers ; the elimination of pests 
(it is estimated that 795 million dollars were lost to farm- 
ers in a year by insect ravages) ; intelligent and eco- 
nomical use of farm implements; co-operative buying of 
expensive machinery. There is a great deal for us to 
learn and to teach about labor-saving machinery for the 
farmer. 

(b) By helping the farmers to discover and solve their 
own problems, such as improving breeds of live-stock and 
poultry; (A study showed that the dairymen of New 
York State lost on inferior cows in a single year 60 mil- 
lion dollars) co-operative destruction of pests ; co-operative 
drainage; use of pastures and cover crops; special dis- 
eases of animals; conservation of useful birds and the 
use of the bulletins of the Departments of Agriculture in 
the solution of these problems. 

Would it not be a good thing if we could substitute, in 
the debating society, subjects of the kind indicated above 
for such as "Resolved, That fire is more destructive than 
water." 

(c) Boys' Corn Clubs, Girls' Tomato and Canning 
Clubs, Farm Demonstration work, Sewing, Cooking, and 
Good Health will be discussed in other connections; but 



58 DEPARTMENT OF EDUCATION. 

they should be mentioned here as important factors in 
the making of better economic conditions. 

2. BY USING BUSINESS METHODS IN THE MANAGEMENT 
OF THE FARM 

Unfortunately here and there is a farmer who ap- 
parently ignores all the rules of business and yet suc- 
ceeds. Investigation will show that he does so, not be- 
cause of his methods (or rather, lack of methods) , but in 
spite of them. On the other hand we may not take the 
one example of success and ignore the ninety-nine who 
either failed or succeeded indifferently. 

The farmer must become a business man. He will then 
sit down deliberately and take stock of all his invest- 
ments and resources, his liabilities and possibilities. He 
will determine the most profitable course to pursue in 
regard to the amount and kind of land, amount and kinds 
of fertilizer; number and kinds of tools or implements, 
and the amount and kind of labor, that must be used in 
order to insure the best returns from his investments. In 
these things he must profit from the experiences of pre- 
vious years, but this he cannot do unless he has been bus- 
iness-like in past years. 

He must determine whether he gains or loses by keep- 
ing this cow or that ; by raising this pig or that ; by rais- 
ing poultry and eggs. He must figure out whether it 
pays to buy from the markets and haul to his plantation 
certain commodities that might be produced at home. He 
must decide between giving certain time to further pro- 
duction or to taking care of what has been produced 
already. He must learn through these methods where 
there is waste ; and then he must find ways to utilize the 
odds and ends to greatest advantage. 

The mention of waste calls to mind familiar scenes of 
rotting fruit in a thousand orchards ; gardens full of fine 
vegetables dying and drying; barn-yards where valuable 
manures go down the gullies at every rain; horses and 
mules that eat twelve months a year, but five months 
they toil not ; fields lying bare all winter where grains or 



INSTITUTE MANUAL. 59 

clover would enrich the soil and the milk pail ; costly farm 
implements alternately soaking and baking — all this 
waste because no methods for preventing it have been de- 
vised and systematically applied. Every school should 
start a crusade against this sort of wastefulness. 

An agency that should be utilized more in the preven- 
ton of waste, and for other ends, is the Rural Free Deliv- 
ery Parcel Post Service. The uses to which this service 
may be put; the best methods of buying and marketing 
by means of the same; how to prepare butter, eggs, 
fruits, vegetables, etc., for shipment; where to buy car- 
tons, containers and other special materials for packing; 
how to find markets, both local and distant; how to ad- 
vertise farm products — all the foregoing are topics in 
which the community should become educated, and they 
suggest to the alert teacher opportunities for a wider 
service. 

Perhaps the greatest constructive work the teacher 
can do in bringing business methods to the farm will be 
possible only after there is a farm in charge of the prin- 
cipal of the school — the new type of consolidated school 
toward which we should strive — where the teacher is not 
merely teacher in the traditional sense, but is agricultur- 
ist and a leading citizen as well. 

In the mean time something may be done. If some 
farmers could be induced to "keep books" on their cows, 
mules, chickens, gardens, orchards and fields they would 
no doubt make some interesting discoveries. The simple 
weighing of the milk and butter produced and the food 
consumed by each cow in a community, followed by a cal- 
culation of values and of investment involved, including 
time and money, would doubtless be the strongest argu- 
ment that could be advanced for improving breeds of 
cattle. 

If a farm could be platted accurately and from the 
plats could come plans for each field; and if accounts 
could be kept for each plat, showing investments and re- 
turns, all with a view to finding where and why there 
were gains, or where and why there were losses — even if 
this were only on a small scale with boys' patches — some 
valuable things would be learned. 



60 DEPARTMENT OF EDUCATION. 

Cannot the teacher and the older pupils constitute 
themselves a commission to investigate many of the 
"profits and losses" of the community and to find the 
needed remedies ? Cannot the farmers discuss these sub- 
jects at their meetings? Cannot the teacher have some 
competent persons to address the farmers on some such 
topics? 

The teacher should become familiar with some simple 
methods of farm accounting which may be taught to the 
advanced arithmetic classes. If the home can be inter- 
ested sufficiently this teaching may be conveyed to other 
members of the family; or the pupil may become "book- 
keeper" for the home and farm. 

3. BY ORGANIZATION AND CO-OPERATION 

And now abideth Increased Production, Business Meth- 
ods, and Organization; but the GREATEST of these is 
ORGANIZATION. Says Sir Horace Plunkett, President of 
the Irish Agricultural Organization Society, of Dublin, 
"Civilization, as we understand it in this country, im- 
plies a certain standard of luxury and comfort; further- 
more that this comfort and luxury involve a surplus over 
and above the mere means of subsistence. A scheme of 
civlization involves to my mind a clearly thought-out plan 
for making and maintaining and for using that surplus. 
I say that owing to the fact that those who conduct the 
oldest and most honorable occupation; those who con- 
duct what is by far the most important industry are not 
organized, this surplus is constantly and all the time held 
away from them by organized interests; and until farm- 
ers are organized for business purposes that state of af- 
fairs will continue, and they will have no rural civiliza- 
tion in the sense of which I use the word. . . . 

"We have found in Ireland, and my studies in many 
other countries have convinced me, that the thing to do, 
neglect of which bars all progress, is the reorganization 
of the farmers' business. The great change that the 
farmers have got to make in their business methods is 
simply this: THEY HAVE GOT TO INTRODUCE 



INSTITUTE MANUAL. 61 

METHODS OF COMBINATION INTO THEIR BUSI- 
NESS AND WORK TOGETHER." 

Farmers must avail themselves of the advantages of 
organized business; of co-operative marketing and buy- 
ing. Every community ultimately must have its organi- 
zation and its skilled manager paid to attend to its busi- 
ness. The local division will be only subsidiary to the 
larger organization, which will be county-wide, and per- 
haps state-wide. Products will then be standardized 
(that is guaranteed to be of certain quality) and the or- 
ganization will become responsible to the purchaser. 
Likewise the individuals will be responsible to the organi- 
zation for their products, with the result that both pro- 
ducer and consumer will be protected in buying and sell- 
ing. 

If each teacher in the state will but inform himself in 
regard to the work that is being done through organiza- 
tion in Ireland and Denmark, and in a few sections of the 
United States they will each become an apostle of busi- 
ness methods and co-operation for our farmers, and will 
see that the doctrine is preached from every house-top. 

They will co-operate with the County Superintendent 
of Education, the Farm Demonstration Agent, and lead- 
ing farmers in organizing County Farmers' Co-operative 
Associations. They will assist the farmers in their re- 
spective communities in understanding the workings of 
the associations and the standards and methods required 
of their membership. They will study to find new ways 
of being helpful to the most people in the best way. 



BETTER SOCIAL CONDITIONS IN THE COMMUNITY 

—WAYS AND MEANS OF BRINGING 

THEM ABOUT 

I. Social status of a community is the measure of its un- 

selfish activities. 

(a) Old days in Dixie gone. 

(b) New social life a life of service. 

(c) The service test as a measure of social efficiency. 

II. Social life depends on proper division of the hours of 

the day. 

(a) Too many hours of work is slavery. 

(b) Too many hours of socalled leisure the road to 
discontent and decay. 

(c) Time for work, time for recreation, time for 
sleep, all in proportion, essential to social 
growth. 

III. Regard for existing conditions essential to social 
improvement. 

(a) Must first analyze existing conditions. 

(b) Elevating influences already existing must be 
developed. 

(c) Wrong influences must be eliminated. 

(d) Keen discrimination needed in analyzing exist- 
ing conditions. 

(e) Careful judgment necessary in determining new 
lines of procedure. 

IV. The transfer of social influences from the home to 
the school. 

(a) Transfer brought about by stagnation in home 
social life. 

(b) Transfer further aided by the challenge to serv- 
ice given to school people. 

(c) The transfer is often a resurrection. 



INSTITUTE MANUAL. 63 



V. Essentials in social leadership. 

(a) Must preserve a united people. 

(b) Must avoid that which divides the community. 

(c) Religious but not sectarian, patriotic but not 
partisan. 

(d) Better health, material development, recreation 
and rest preserve a united people. 

VI. Agencies for promoting better health, material de- 
velopment, and recreation and rest. 

(a) Better homes, better school houses and equip- 
ment, better cooking, better farming, better 
roads, libraries, literary organizations, play 
apparatus, demonstration schools and demon- 
stration agents, county fairs and district ex- 
hibits. 

VII. Contributing agencies to social development. 

(a) Railroads, telegraphs, automobiles, rural deliv- 
ery, etc. 

VIII. Exaggerated notion of the duty a cause for pent-up 

anxiety over the actual duty, 
(a) A little analysis shows the condition, 
(a) Beginning work opens the way. 



y^s HE social status of a community is largely the 
\J measure of its unselfish activities. The status is 
constantly varying in every community. We fre- 
quently remark on the wonderful change in our 
old home as the years go by, whether that home 
was on the farm or in the village or in a city. 
Old forms of social life are gone. New forms of activity 
have taken their places. In some instances it has been 
an improvement. In many instances, particularly in the 
country communities, the change has been one of stag- 
nation and deterioration until little is left of any form of 
actual community social life. Perhaps as a people of the 
South we are a bit proud of the old days in Dixie, when, 



64 DEPARTMENT OF EDUCATION. 



with a liberal leisure, social life easily took precedence. 
I can not believe that these old days were better 
than the present. Certainly not if measured by the 
real test of "opportunity for service," and this test which 
we may call the service test, for want of a better name, 
is to my mind the real test of social life. I still believe 
that the people who must work daily, plan intelligently, 
prosper moderately, live frugally, and worship rightly are 
much higher in the scale of real social life than any peo- 
ple burdened with leisure and with no desire to render a 
full service during the hours of such so-called leisure. 

Certain hours of the day we need for rest and recrea- 
tion, certain hours for sleep, and certain hours for work 
— making a living. It is this period of rest and recrea- 
tion that should be classed as our leisure hours. It is dur- 
ing these hours that our greatest opportunities for social 
service and social activity come. Pitiable indeed is that 
condition which admits only of work and sleep. It sug- 
gests slavery. And no American appreciates the sugges- 
tion of such a condition. Almost as pitiable is that peo- 
ple who can only rest and sleep. Such a life is not lux- 
ury. Such a condition surely breeds discontent, and often 
leads directly to the most selfish of activities, and fre- 
quently to. debauchery and decay. 

Any consideration of social activities in Alabama must 
have regard for all the agencies, avenues, and social con- 
ditions now existing. It is from this we must work. 
There is wide variance from county to county, from pre- 
cinct to precinct, from school to school. He who would 
aid in better social conditions must first analyze the exist- 
ing conditions. He must use all the elevating elements of 
the present. He must eliminate the wrong tendencies. 
He must establish a goal of high aspiration. He must 
surmount the barriers to his undertaking. My message 
to you, first of all, is a plea for the exercising of keen dis- 
crimination in analyzing the present conditions in your 
own particular field. And when this is done there is yet 
needed the most careful judgment in determining along 
what lines to proceed. Many are the mistakes made in 
this process of elimination. And many are the mistakes 



INSTITUTE MANUAL. 65 

made in determining on new undertakings. And here let 
me pause but a minute to say that the problem is alike 
the problem of city and country. Let us not forget that 
powerful influences are needed in our cities if social con- 
ditions become better just as powerful influences are 
needed in rural communities if conditions are to improve 
materially. 

Our first problem then is to find those who are trained 
to exercise keen discrimination in analyzing present con- 
ditions, and to exercise careful judgment in determining 
along what lines to proceed. To no person in the com- 
munity should we more readily turn expecting to find 
these elements of leadership than to the teacher. Home 
life no longer means what it meant in pioneer days when 
often the home — one home only — was the community. 
The parent then was necessarily the social leader. Schools 
and school people have become more and more the clear- 
ing houses of community social life. They have become 
so from the lack of growth in community social life so far 
as the home is concerned, and from the further fact that 
school people have accepted the challenge to service, and, 
as the home influences went downward the school influ- 
ences went upward. Each succeeding year finds new un- 
dertakings transferred from the home to the school. 
Sometimes, I may say frequently, it is no transfer at all, 
but a pure case of resurrection. There has existed a pe- 
riod of stagnation when we allowed the social activities 
to slowly die, and the teacher or some other social agent 
entirely revives the activities in new and improved forms. 

In undertaking such leadership a very broad policy is 
essential. A leader must determine on what lines his 
entire community may unite and follow these. No person 
who expects great results, or even satisfactory results, 
can afford to indulge in partisan affairs. In religion he 
must be broadly tolerant, living and preaching the great 
truths of all times without indulging in sectarian squab- 
bles. In politics he must be liberal and patriotic without 
being partisan and dogmatic. This in no measure denies 
the right of one's own creed in religion, nor one's personal 
preference and alignment in politics; it merely antici- 

5SM 



66 DEPARTMENT OF EDUCATION. 



pates controversies and differences by acting on broad 
lines. There is too much to do, too many activities that 
unite, for a leader to permit any situation to arise that 
might divide his forces. Again I say, proceed along lines 
on which the entire community may unite and refrain 
from those activities that may divide. 

The opportunities for service along broad lines are 
many. Not all of them may be undertaken at one time in 
any community. Some of them may not be needed in one 
community, all of them may be needed in another commu- 
nity. Certainly the opportunity for aiding in better moral 
and religious life should not be neglected. The health of 
the community can not be separated from its moral and 
religious life. Someone has said that "cleanliness is next 
to godliness" and another improved the maxim by saying 
that "cleanliness is godliness." So better health in the 
community is imperative. Better home conditions, better 
school houses and school equipment, greater opportuni- 
ties for recreation, more time for recreation and rest, bet- 
ter cooking, better sewing, greater variety of foods of nu- 
tritive value — all these are exceedingly close to better 
health. The material development of people inspires good 
will and confidence. Any agent or any agency that brings 
this about will surely find a ready and united response 
from the people who profit by it. Such agents or agencies 
are Corn Clubs, Tomato Clubs, Poultry Clubs, Good 
Roads Associations, School Improvement Associations, 
Demonstration Schools, Horticultural Societies, and other 
commercial organizations. All of these need leadership. 
Until the leaders are developed in the community the 
teacher must assume the responsibility. 

Closely associated with better health and material de- 
velopment in a community is the opportunity for recrea- 
tion already mentioned. Libraries, literary organizations 
for men and for women, woodwork for pleasure and for 
profit, playgrounds and play apparatus for young and old, 
debating societies, county fairs and district exhibits, all 
contribute to this phase of community life. 

There are yet other agencies which contribute to the 
better social life of a community. Such agencies we need 



INSTITUTE MANUAL. 67 

to encourage. Among them may be mentioned the rail- 
roads, telegraph lines, automobiles, rural free delivery- 
service, parcel post, daily papers, magazines, telephones. 
Alabama is rich in her heritage of material things, richer 
still in her people, and though rich in these she is blessed 
with an army of men and women in her schools who feel 
the need of greater development in social life in all the 
phases, and who are working practically and willingly to 
bring such about. So of all the agencies that may con- 
tribute to better social conditions I do not hesitate to pro- 
nounce the school and the teacher the greatest of all. As 
is the teacher, so is the school; as is the school, so is the 
community; and fortunate is that community that has 
an honorable, hardworking, faithful and efficient man or 
woman for its leader. The demand for such leaders has 
always exceeded the supply. The demand will exceed the 
supply for a long time to come. 

I am not worried over that small coterie of people who 
expose the belief that we are making machines and know- 
it-alls of teachers. In most cases this comes from an ex- 
aggerated notion of the actual duty. It is a kind of pent- 
up anxiety. When the way is shown and work has begun 
many of them become willing workers and efficient lead- 
ers. The way out toward better social conditions is 
through the school as the one great socializing agency of 
the community in which all the people have a common 
interest. 



BETTER MORAL CONDITIONS IN THE COMMUNITY 

—WAYS AND MEANS OF BRINGING 

THEM ABOUT 

The following brief discussion of this topic is based 
upon the subjoined outline: 

1. Moral qualifications the correct criterion of good cit- 
izenship. 

2. Is the school doing its part in the work of moral 
improvement ? 

3. The teacher's influence in bettering conditions. 

4. The school should teach correct moral values. 

5. The lecture plan of giving moral instruction. 

6. The use of other community organizations. 



m 



ORAL qualifications, rather than educational quali- 
fications, are the correct criterion of good citi- 
zenship. An educated citizen, actuated by good 
moral principles, is a valuable asset to any 
community. An educated citizen, dominated by immoral 
principles, is a menace to the welfare of any 
community. Education is a means of increasing, 
either for good or evil, the influence of any hu- 
man life. Therefore, education is of value to the commu- 
nity only when it is used to promote that which is good, 
and it is worse than useless when it is used to promote 
that which is evil. Morality is superior to education. An 
uneducated moral people are vastly superior to an educat- 
ed immoral people. 

If these premises are true, it is evident that any sys- 
tem of education that does not improve the moral condi- 
tion of a people is a failure. The question as to whether 
or not the schools of Alabama are today a potent factor 
in the moral betterment of the several communities in 
which they are located is a fair and legitimate one. The 
school that is not doing this work of moral improvement 
is worse than wasting the time and money of the people, 
and had better be closed if it cannot be greatly improved. 



INSTITUTE MANUAL. 69 

The teacher of such a school had better readjust himself 
to the reasonable demands of duty or seek some other 
vocation. The impartial critic must admit that our 
schools, on the whole, are exerting no mean influence for 
the moral betterment of the communities which they are 
supposed to serve. As a rule, good educational facilities 
and good moral conditions go hand in hand. Still we 
school folks must agree that there is ample room for the 
school to increase its influence as a moral force in the 
community. Our problem is not to make the school a 
moral force but to make it a greater one ; not to be satis- 
fied with our achievements, however great they may 
seem to be, but to reach out for larger service and 
greater usefulness. 

In discussing ways by which the school may become of 
larger moral value to the community, perhaps the first 
thought to suggest itself to most minds is the worth of 
the teacher's example to the school and to the communi- 
ty at large. This idea may seem trite, but its triteness 
should not cause us to lose sight of its fundamental value. 
Usually the teacher has had wider opportunities for de- 
velopment along various lines than his patrons and pupils 
have had. In a large sense he should be, not only an ed- 
ucational leader, but a moral leader for the community 
which he serves. In the midst of petty local jealousies 
and prejudices he should be broad and tolerant. In the 
face of unfriendly criticism he should cultivate that char- 
ity which "sufFereth long and is kind." He should not 
be too harsh in judgment upon the failings of others but 
should preserve with absolute inflexibility the rectitude 
of his own conduct. Doubt and distrust should give place 
to faith; wrath and resentment should be swallowed up 
in love. The teacher should be pure in heart, clean in 
life, and, at whatever cost, should achieve a mastery of 
temper, and of tongue. Such a teacher cannot live in a 
community without making an impress for good, not only 
upon the children in the schoolroom, but upon all who 
come within the range of his influence. 

The next suggestion is that the school has a wide field 
of service in trying to give to the community of which it 



70 DEPARTMENT OF EDUCATION. 



is a part a correct idea of right moral values. Sometime 
ago one of our statesmen coined the expression, "a twi- 
light zone." In dealing with moral questions there is such 
a zone in the minds of many people. Many boys and girls 
have no real conception of the inherent wrong in cheating 
on recitation or examination, or in unfair playing in their 
games. Here the seeds of dishonesty are sown. Many 
boys see nothing wrong in playing marbles for "keeps." 
Here the seeds of gambling are sown. Sometimes parents 
or teachers make promises or threats to children with no 
intention of carrying those promises or threats into execu- 
tion. Here the seeds of deception and lying are sown. Many 
boys and young men get the idea that morality and man- 
liness are incompatible, and that he who keeps straight 
and clean is a "sissy." Here are sown the seeds of vari- 
ous kinds of vicious habits and vile sins that often bear 
a fearful harvest of blighted lives and blasted characters. 
Let the school illuminate the twilight zone. Let it strive 
earnestly to inculcate a correct conception of moral val- 
ues. Let it stand for honesty in all things, for truth in 
all things, for cleanness in all things. Most young people 
make the wrong start because they are in that twilight 
zone where the distinctions between right and wrong are 
not clear and vivid. It is the business of the school to 
teach correct moral values, and that school which fails 
to do so is recreant to high privilege and to sacred duty. 
The old, set, hard and fast lecture plan of giving moral 
instruction has not wholly disappeared, perhaps. It may 
have had its good points, but they were probably out- 
weighed by the fact that the human mind shows a dispo- 
sition to reject that which is thrust upon it too obviously 
and patently. It is a waste of time to hold the whole 
school to the hearing of a long lecture whose application 
is often intended for only one or two pupils, and whose 
conclusions are so axiomatic that none of the listeners is 
so heterodox as to dispute them or so fascinated as to 
adopt them. To make our moral teaching effective the 
teacher needs enough resourcefulness and ingenuity to 
improve upon the old lecture plan. In these modern days 
capsules have relieved us of the horrors of the quinine 



INSTITUTE MANUAL. 71 



taste and a sugar coating renders the pill less repulsive 
than it is in its unadorned state. The efficacy of the 
medicines is not lessened and the willingness of the pa- 
tient to take the treatment is greatly increased. 

The school might find it reciprocally helpful to work in 
harmony with corn clubs, canning clubs, school improve- 
ment associations, farmers' unions, and any other such 
socializing agencies of the community. The school, the 
church, the Sunday school, the club, — all should join 
hands for the educational, social, and moral improvement 
of the community. "One can chase a thousand and two 
put ten thousand to flight." Doubling the forces gives a 
tenfold increase of power. How important, then, to en- 
list all the forces of the community in the fight for com- 
munity upbuilding, development, and improvement, How 
important that moral improvement be not relegated to a 
minor position in the rear line, but that it be given its de- 
served place of primacy in the onward and upward march 
of the community's expanding life. 



BOYS' AND GIRLS' FARM CLUBS AND THEIR 
RELATION TO COMMUNITY LIFE 



XF COMMUNITY organization is to accomplish re- 
sults of greatest good to the home, it must have 
vital connection with the school. Such organiza- 
tions as corn clubs, pig clubs and canning clubs, 
which are now permanently established in Alabama, 
should be taken advantage of by those teachers who are 
interested in community organization, Alabama's Funda- 
mental Need, for such clubs furnish a basis upon which 
to build an organized community structure. 

In many schools, club work has fallen short of its pos- 
sibilities because of the failure of the teachers to appre- 
ciate their vital relationship to it, as well as to under- 
stand the fundamental principles underlying it, and to 
know the essentials for successful management of such 
clubs. Institute conductors are in a position to present 
the work to the teachers in an effective manner, provided 
the presentation is made interesting and instructive. 

There is no surer, way of interesting the home in the 
school than for the teacher to take the school to the 
home. He should visit all club members, and together 
with the members of their families visit and carefully 
study the work in progress. In looking at same, the good 
points should be seen and words of praise spoken con- 
cerning them. A study of club bulletins should arm the 
teacher with information to be given as instructions. 

If the teacher is not sufficiently versed in the science 
of agriculture to know the good points, he should look 
about for something that looks good to him. There is no 
better way to encourage a boy or girl to extra effort than 
to give words of praise, where praise is deserved. Many 
teachers, especially women, do not understand the princi- 
ples of plant culture and animal life. To such, we would 
say go to the field with the idea of getting lessons in 
practical agriculture from your club members, and give 
them to understand that they are teaching you some- 
thing. The special sphere of the teacher is that of organ- 



INSTITUTE MANUAL. 73 

izer and leader and a lack of knowledge of agricultural 
methods should not be a source of embarrassment to him, 
but rather prove a stimulus to learn of plant and animal 
life from his pupils. 

The institute conductors should be given specific infor- 
mation regarding the organization and method of con- 
ducting clubs, as well as be provided with other informa- 
tion concerning them. It is the purpose of the following 
suggestions to provide such information for the conduct- 
ors. They must draw on their resourcefulness for inspir- 
ing interest in the work. 

BOYS' CORN AND PIG CLUBS 

General Information 

1. The work should be organized with the county as 
the unit, the county superintendent of education being the 
leader. Local clubs should be organized by school dis- 
tricts, the teacher being the leader. 

2. Names and addresses of boys joining should be for- 
warded at once to the county superintendent. 

3. Boys joining local or district clubs are members of 
the county club also and are eligible to contest for all gen- 
eral county and state prizes. 

4. It is especially desirable to keep boys enrolled as 
members from year to year. Secure as many new mem- 
bers as possible, but by all means keep those already en- 
rolled. 

5. One personal visit to the corn patch or the prize pig 
of a club member is worth more to the cause than a 
dozen inquiries. 

6. Hold organization meetings and exhibits for decid- 
ing contests. Invite the public to these meetings. 

7. When the club is organized and its members are 
actively engaged in carrying out the work which has been 
outlined for them, the question, "How am I to keep up 
this interest?" may present itself to the teacher. Below 
are a few of the many methods which have been success- 
fully employed by teachers who have succeeded admira- 
bly with the work. 



74 DEPARTMENT OF EDUCATION. 

(a) Talks by the local demonstration agent and any- 
progressive farmers should be had from time to 
time. The teacher should extend written invita- 
tions to them in the name of the club. The teacher 
should also supply the demonstration agent with 
a list of the club members and invite him to visit 
them as he makes his rounds. 

(b) A corn or pig exhibit sometime during the late fall 
will prove a decidedly interesting feature of the 
year's work, and put the boys in a happy frame of 
mind to begin the work for the next year's con- 
test. The exhibit should be a public one, to which 
the entire community is invited. A program may 
be arranged to consist of short addresses by the 
county superintendent, the local minister, the dem- 
onstration agent and possibly some other invited 
speaker. Such exhibits may be collected at the 
school and later carried to the County Fair. 

8. Keys to successful work are Local Prizes and Per- 
sonal Visits. 

BOYS' CORN CLUBS 

All boys of your school district between the ages of 10 
and 18 are eligible to club membership, even if they are 
not in school. 

Clubs should be organized in the fall, because fall prep- 
aration is essential to successful crop growing. 

As a matter of encouragement to the boys, prizes 
should be offered to those getting the best results. Where 
local clubs are organized, the teacher in charge should 
offer prizes to the members. These same boys, of course, 
will also have a chance to compete for the state and coun- 
ty prizes. 

If you will go about the matter in a systematic man- 
ner, it will not be difficult to raise funds for club prizes. 
The most effective ways are by giving a school entertain- 
ment and by soliciting subscriptions and articles to be 
awarded as premiums from the business men of the 
school district. 



INSTITUTE MANUAL. 75 

It is advisable to offer a number of small prizes in- 
stead of two or three large ones. 

A beautiful corn club pin can be bought for twelve and 
a half cents. This is the club emblem and makes a cheap 
and desirable prize. These may be had by addressing 
the Christian Finance Association, 80 Maiden Lane, New 
York. 

If possible you should offer every boy in the club, who 
cultivates his acre of corn and makes a report at the end 
of the season, one of these pins. This should be done in 
addition to offering two or three other and more valuable 
prizes. 

BOYS' PIG CLUBS 

Any boy between the ages of 10 and 20 may become a 
member. 

Each club member must raise at least one pig. 

Each member must care for his stock in person, keep 
a record of the feed given and the pasture grazed. He 
must record the weight of each pig when it came into 
his possession and at stated intervals, so as to determine 
the gains. The date of harrowing should also be re- 
corded. 

Each member must have owned and kept a record of 
his pig for at least four months in order to compete for 
a prize. 

It will be found best to distribute the prizes into sev- 
eral classes, in order that a number of the contestants 
may have a chance to win a prize. Honor and recogni- 
tion sometimes count for more than money. Badges, cer- 
tificates, and diplomas given to the club members are 
often appreciated as much, if not more, than money and 
other expensive premiums. When liberal amounts are 
given for prizes in a county, it will be well to give prizes 
to the winners of the district clubs and offer premiums to 
the club that makes the highest record with five to a 
team, dividing this premium into several awards, depend- 
ing upon the rank. 

The prizes should be such as will add interest to the 
work. They may be a trip to the State Fair, a trip to 



76 DEPARTMENT OF EDUCATION. 



the Feeders' and Breeders' Show at Fort Worth or to the 
International Live Stock Exposition at Chicago, scholar- 
ships in agricultural schools, the expenses necessary to 
take a short course in the State Agricultural College, 
pure-bred pigs, pure-bred chickens, farm tools, books on 
live stock, etc. 

CANNING CLUBS 

General Information 

This work is officially conducted in those counties 
where co-operative arrangements have been effected by 
which a county agent is employed for the supervision of 
the work, which can not be successfully carried on with- 
out careful supervision. 

Before organizing a club the teacher should learn 
whether the county in which she is teaching has a coun- 
ty supervisor, who will look after the gardens of the club 
members during the summer months. If the county has 
no paid supervisor, clubs should not be organized, unless 
the teacher plans beforehand for the carrying on of the 
work during the summer months. 

The boys' and girls' clubs are so closely related that 
the institute conductors are referred to General Instruc- 
tions under Boys' Corn and Pig Clubs for additional in- 
formation. 

Organized Counties 

The following are the counties at present organized : 

County and Agent. Post Office. 

Autauga — Miss Zelma Gaines Haynes, Alabama 

Baldwin — Miss Mary Feminear Bay Minette, Alabama 

Calhoun — Mr. Frank H. Watson Anniston, Alabama 

Chilton — Mrs. Nellie D. Shaw Jemison, Alabama 

Conecuh — Miss Myrtuice Broxton Evergreen, Alabama 

DeKalb — Miss Iris M. Appleton Collinsville, Alabama 

Etowah — Miss Dianna Bankson Gallant, Alabama 

Franklin — Mr. James E. Hester Belgreen, Alabama 



INSTITUTE MANUAL. 77 



Jefferson — Miss Jennie Mae Rosser 

1221 North 14th St., Birmingham, Alabama 

Macon — Miss Ophelia May Notasulga, Alabama 

Marengo — Miss Ruth Murphree Thomaston, Alabama 

Marshall — Mr. Samuel J. Chandler Guntersville, Ala. 

Mobile — Mrs. Jessica E. McGuire Mobile, Box 12, Ala. 

Monroe — Miss Lucile Carter Monroeville, Alabama 

Pickens — Miss Margaret Davis Reform, Alabama 

Pike — Mrs. Florence B. Wilson Troy, Alabama 

St. Clair — Mrs. B. S. Hodges Odenville, Alabama 

Tuscaloosa — Mr. D. L. Smith Tuscaloosa, Alabama 

Walker — Miss Florice Wade Oakman, R. No. 1, Ala. 

The work will be extended to other counties during the 
season of 1915. However, it is not advisable to stress the 
work in any county until co-operative arrangements have 
been made and a county agent appointed. 

Literature will be supplied members of any club re- 
questing same. The failure to have a county supervisor 
will not interfere with a general supervision of clubs by 
the state agent. 

OBJECTS OF THE WORK 

1. To teach the best methods of growing tomatoes and 
to increase interest in home gardening. 

2. To teach the best methods of canning and to stimu- 
late interest and wholesome co-operation among the 
members of the family in the home. 

3. To assist the mothers in always having a supply of 
vegetables for the table. This makes possible better liv- 
ing at a lower cost and saves the vegetables often wasted. 

4. To provide means, with an educational value, by 
which girls may earn money. 

5. To put the home and school in closer relationship, 
thus increasing the interest in home life and encouraging 
girls to think along the line of home-making. 

Essentials to Success 

1. Have a list of prizes ready to announce to the club 
on the day of organization. 



78 DEPARTMENT OF EDUCATION. 

2. See to it that every club member is visited in her 
home and there given encouragement and instruction. 

3. Be diligent in seeing that each club member sets out 
her plants. 

4. The teacher should sow seed in order to supply 
plants to the members who lose theirs. 

5. Require the girls to measue the length of the 
ground to be planted by them and with them calculate 
its width. 

6. Encourage the purchase of canning outfits and ar- 
range canning parties. 

7. The cans that have a commercial value are those 
that have not only been filled but well packed before 
sealing. 

8. Encourage the club, as an organization, to make an 
exhibit at the county fair or in the school building. 

9. The most essential feature of the work is the secur- 
ing of reports from each club member, and a faithful 
teacher will stress this point. 

10. Keys to successful work are Local Prizes and Per- 
sonal Visits. 



MEN'S CLUBS— THEIR ORGANIZATION AND FUNC- 
TION IN RURAL COMMUNITIES 



TAGNATION can be the only outcome where effort 
toward improvement has ceased. Effort toward 
improvement, whether social, educational, relig- 
ious or moral, is most efficient when directed 
through organization. The individual is lost in most 
cases who attempts to accomplish things through isolat- 
ed effort. This is an age of organization. Associations 
and clubs of various and unlimited kinds for concentrat- 
ed and co-operative effort are springing up daily. The 
physician, the lawyer, the teacher — all have organiza- 
tions for study, improvement and exchange of ideas. 
Trades, occupations and vocations have organized clear- 
ing houses of ideas and social intercourse. Labor unions 
and organized labor are factors which cannot be lightly 
brushed aside by even organized capital. 

Not only is occupational and commercial endeavor or- 
ganized on every hand, but the same is true of social and 
civic movements and causes as well. Associations for so- 
cial betterment and moral uplift, associations for com- 
bating the ravages of disease, and for protecting socie- 
ty's weaklings, are at every turn. There seems to be no 
end to organized endeavor. That profit and progress is 
the outcome of it all cannot be denied. That it accom- 
plishes what is intended is shown in its increasing ten- 
dency instead of its cessation. 

While this tendency toward organized effort is univer- 
sal in a general way, there remains an amazing exception 
to it in rural and village communities. Community or- 
ganization, save that of the Church, is almost unknown 
in scores of Alabama districts. In the rural sections in 
Alabama a distinct decline is noted in this respect. 
Farmers' granges and institutes were at one time more 
numerous than at the present. 

As the Church, the only organized factor in communi- 
ty life in rural Alabama, is very limited in its scope, and 
the more rural the community the more limited it is, 



80 DEPARTMENT OF EDUCATION. 

there stands an opportunity for some one at every cross 
roads. Who will answer the call? If the rural teacher 
does not he is not living up to the standard his profes- 
sion requires of him, nor taking advantage of the oppor- 
tunities that are his for the asking. Organizing men into 
clubs for general betterment, with the school house as 
the meeting place, is the teacher's opportunity for 
service. 

The initiative in getting the men together for organi- 
zation, the planning to make sure that the organization 
is accomplished, the many details to insure efficient club 
work after organization, will all be looked after by the 
tactful teacher, but in a way to have all these things done 
rather than by doing them. The mistake is so often made 
by teachers, and especially young teachers, in making 
themselves too conspicuous in the public part of the 
work. The young teacher is so often afraid he will not 
get the glory for his efforts that he defeats his own 
plans. If interest is to be maintained or even enlisted, 
others must be given a chance. It is human nature to 
show the most interest in things in which the individual 
himself has a hand in the shaping. We see this every 
day in the school room by pupils who are indifferent to 
regulations until they are appointed to monitor duty or 
some such office in which the responsibility of the work 
rests partly upon them. We see it in the Sunday school 
when a pupil is changed immediately from an indifferent 
and irregular attendant to the extreme opposite by the 
appointment to some little office, merely because it gives 
him something to do and be responsible for. Often men 
and women who have been utterly worthless to the com- 
munity by their neutrality, have become powers for con- 
structive good when pressed into service by some cau- 
tious and tactful leader. Such a leader will plan in ad- 
vance, have the part taken by others in public, and en- 
deavor to keep his own mouth shut. 

Too often the motive for forming clubs is personal 
glory rather than community service, and in such cases 
it is very difficult for the young teacher who is responsi- 
ble for the organization to keep from yielding to the 



INSTITUTE MANUAL. 81 



temptation to advertise himself. By this we do not mean 
that the organizing teacher will have nothing to do but 
furnish the school room as a meeting place. The extreme 
opposite is true. He will probably have everything to do. 
Nothing can for a certainty be left to others, and no de- 
tail can be slighted by his supervision if success is as- 
sured. But he will do all this in advance by scotching 
others into line. In tactfully attending to all this and en- 
gineering the plans through, the teacher will have far 
greater duties to perform than if he made all the mo- 
tions, presented all the resolutions and made all the pub- 
lic speeches — and far greater success. This takes a self- 
sacrificing leader, but what of it? — the service is for 
others and not for self. 

No rural or village teacher should allow a season to 
pass without seeing to it that the men are organized into 
a community club of some kind. A club of a general na- 
ture, giving latitude for various interests, is probably 
more desirable than that of a special nature. If of a spe- 
cial interest, available program material will soon be 
worked over and interest will lag. 

The membership should be open to all who will abide by 
the club regulations, and agree to take their turn on the 
programs. Nothing will kill an organization quicker 
than to allow its membership to fill up with a lot of 
drones who expect a few to do all the work. Those who 
are timid and backward can be assigned easy tasks, but 
all must in turn have some part on the programs if the 
club is to be a success. No program is quite so good as 
the one in which we ourselves have a part. 

After organization, the whole success depends upon the 
programs, and much responsibility rests upon the program 
committee — and upon the teacher acting as its sponsor. 
An additional feature is added to sustain interest if 
occasionally some one is brought in from the outside, and' 
ample material is available if we but keep our eyes open. 
The following list for outside help on programs is only 
suggestive and by no means complete. This material 
may be had in most cases without expense to the club if 
engaged sufficiently in advance and timed with business 



6SM 



82 DEPARTMENT OF EDUCATION. 



and professional engagements bringing the men to your 
neighborhood. 

(1) The local doctor, available for addresses on gen- 
eral health and welfare themes, school and home sanita- 
tion, and the prevention and control of disease. 

(2) The local lawyer on business and commercial law. 

(3) Local men who have made successes in some par- 
ticular line of agriculture, fruit culture or stock raising. 

(4) The Dean of your state agricultural college or 
some member of the faculty, on timely agricultural 
topics. 

(5) The Experiment Station entomologist on insects 
injurious and beneficial. 

(6) The Experiment Station director of animal hus- 
bandry on themes of the dairy herd. 

(7) The State Veterinarian on contagious diseases of 
live stock, prevention of accidents, etc. In his absence a 
local practicing veterinarian could be substituted, and 
probably he would be delighted in the advertisement it 
would give him. 

(8) An expert on horticulture from the state college, 
on fruits or berries particularly suited to your own im- 
mediate vicinity. A probable local substitute would be a 
practical orchardist or nurseryman on some phase of the 
home orchard. 

(9) The presidents or members of the faculties of the 
various state educational institutions on educational 
themes. 

(10) Your State Superintendent of Education if an 
open date can be had at some time when he is in your ter- 
ritory on official business. 

(11) The State Supervisor of Rural Schools on similar 
conditions. 

(12) State or county officers of societies of charities 
and correction. 

(13) The State officers of the Anti-tuberculosis Asso- 
ciation. 

(14) The Rockefeller Institutes lecturers on the hook- 
worm. 



WOMEN'S CLUBS, THEIR ORGANIZATION AND 
FUNCTION IN THE RURAL COMMUNITY 



w^ HEN the history of this century is written, women 
Vjy will appear as organizers and leaders of great or- 
ganized movements among their own sex for the 
first time in the history of the world. The 
Woman's Club movement represents a part of the great 
popular educational movement which is sweeping like a 
tidal wave over the country, manifesting itself in night 
schools, boys' clubs, girls' clubs, chautauqua, university 
extension, etc. 

Men are doing the material work of the world, build- 
ing its bridges, feeding its multitudes and bartering in 
its marts. And women, comparatively free to devote 
their energies to their children's training, are the natural 
allies of the professional educator. 

The states with the highest educational advantages are 
those in which women's clubs are most active. They have 
been largely instrumental in bringing about the estab- 
lishment of ethical and industrial training. 

The woman's club movement represents the tendency 
to associated effort — associated effort for the happiness 
of each other, and moral, as well as intellectual uplift. 
The philosophy of the great movement is constructive 
and helpful. Its methods are non-aggressive. 

Alabama women are awaking to their responsibilities. 
They have made a step in advance of self. For many 
years women's clubs have been flourishing in cities and 
in towns. 

From the very nature of things, the women of the 
rural districts have greater need of some kind of organ- 
ized efforts for the betterment of social, health and ed- 
ucational interests than do those in the cities. In Ala- 
bama, where the larger percentage of the population is 
engaged in agricultural pursuits, it seems doubly meet 
that there should be some getting together of the impor- 
tant factors in a rural community — the women. On the 
farmers of this country and especially of this state, de- 



84 DEPARTMENT OF EDUCATION. 

pends the prosperity, and on the women who feed these 
farmers and their hordes of help, — on the women who do 
not only the cleaning, cooking and laundry work of the 
home, but also care for the by-products of the farm — de- 
pends the prosperity of the farmers. Women of the ru- 
ral homes need all of the efficiency they can gain from 
the knowledge and experience of others whose conditions 
are the same. Only when women have united to study 
the business of running a farm home will the drudgery 
and the hardships be alleviated. 

The club organization gives something to relieve the 
monotony of the daily duties of the woman on the farm. 
It helps her, keeping her in touch with different phases 
of living. Above all, the sympathies of these great wield- 
ers of destiny, — the good women, — need to expand. The 
club organization prevents the narrowing and making in- 
significant these sympathies. It makes possible the ac- 
complishment of practical things and furnishes the means 
of relieving the very practical with a thought of poetry 
and aesthetic affairs. Through concerted action, gayety 
may be introduced into neighborhoods, not only to in- 
crease the happiness and usefulness of the club women, 
but to make the country more attractive for their boys 
and girls. 

How can the women of the rural districts be brought 
to realize the pleasure and good resulting from social 
organizations and be given a stimulus and encouragement 
to express themselves — their needs? 

The school is becoming more and more the center of 
social life in the community. The teacher, with a wider 
experience than the majority of mothers, is the best per- 
son to start things. She can begin by talking about the 
advantages of the club to be organized, arousing some 
interest. The women of the community may be invited 
to meet on some special occasion. Here the plans may be 
presented, and, if no leader is found, the teacher as- 
sumes the leadership until one is trained. "The Progres- 
sive Farmer" of April 19, 1913, gives minute directions 
for organizing a woman's club in rural districts.) 

We all know how much good has been accomplished by 
the School Improvement Association, organized by teach- 



INSTITUTE MANUAL. 85 



ers, with the school as the common bond between parents, 
teachers and pupils. This organization is bringing about 
an enlightened understanding of the value of education; 
of the needs of the children ; of the teacher and of the 
school. It has emphasized the dignity and importance of 
teaching. It has built, cleaned, painted, comfortably seat- 
ed, blackboarded and beautified many school buildings. 
All of this is being done by organized women in the com- 
munity. (Pamphlets with directions for organizing are 
furnished by the State Department.) 

There are other clubs for broadening the sympathies, 
aiding in co-operation, adding to the pleasures of life, 
kindling enthusiasm, making people know one another bet- 
ter, creating an atmosphere for the beautiful and the 
true, and bringing about the unity so devoutly to be de- 
sired. The wide awake teacher can put any one of these 
in operation, or cause them to be established as she has 
the School Improvement Association — "The United Farm 
Women's Club" is striving to bring all of these into the 
farm women's life. (Its purpose, constitution and by- 
laws, also a most helpful program for a year's work are 
given in "The Progressive Farmer," of February 14, 
1914.) 

There is the Reading Club. The teacher and some one 
not too timid to assist may do the reading, give all an op- 
portunity to enjoy several good books, besides a social 
good time together. Here magazines coming to the vari- 
ous homes may be exchanged. 

In a Child Study Club, the sorely needed information 
on such subjects as feeding infants and children, punish- 
ments, etc., may be given. Literature and bulletins upon 
the subject of Child Hygiene may be secured free from 
Mrs. Anna S. Richardson, Chairman Child Hygiene Com- 
mittee, 381 Fourth Ave., New York, N. Y. 

Through "School Beautiful" and "Community Beauti- 
ful" clubs, the deserts may be made to "blossom like a 
rose" and waste places be beautified. 

Another club, "The Housewives' Club." These women 
discuss practical subjects pertaining to the home. At a 
recent meeting of the club, the program dealt with "The 



86 DEPARTMENT OF EDUCATION. 



Fly," "How to Keep Milk Vessels Clean," etc. Members 
exchange recipes. Refreshments often consist of goodies 
made from the recipe which the hostess wishes to 
pass on. 

"Sewing Clubs" and "Crochet Clubs," besides helping 
in the practical exchange of patterns, ideas, etc., help to 
enrich the social life. In these, or similar clubs, if a light 
literary course is desired, such subjects as Alabama his- 
tory might be instructive as well as entertaining. Cor- 
nell University, Ithaca, N. Y., issues semi-monthly 
throughout the year a magazine called, "The Cornell 
Reading Course," which is addressed to the needs of the 
women of the farm home. Programs are made and 
sources of information given, and the subjects range 
from the tireless cooker to foreign travel. 

"Cooking Clubs" afford a common meeting bond for 
any assemblage of housekeepers. How few women know 
anything about kinds of food, food values, etc., or how to 
prepare them in the most healthful way! Several books 
on cooking may be had at small cost, any of which will 
"open the eyes" of the community when read. 

There are other helpful clubs, as, "Alabama Educa- 
tional Needs Club," "Sanitation," "Home Improvement," 
"Good Roads," and many others, including those which 
have the church as a center. 

Roman roads, like great arteries, carried the pulsing 
heart-throbs from the Eternal City to the finger tips of 
civilization. 

In our state, would that the teachers might make good- 
ness and helpfulness so radiate, finding the way to the 
farthest limits of its soil, — that all would recognize its 
influence and feel its throb of sympathy, — that the teach- 
ers might help us make universal sisterhood something 
more than theoretical, striving after a fulfilling of that 
unity in diversity which is God's law of the universe. 

To that end is the prayer, 

"Make thy garden as fair as thou canst, 

Thou workest never alone, 
Perchance some soul who hath need of it, 

May see it and mend his own." 



SCHOOL IMPROVEMENT 

1. Take hold of this subject as if you realize its won- 
derful possibilities and believe that the people are going 
to enter into it with enthusiasm. 

2. Communicate with the county president as soon as 
you have been assigned to a county and learn what has 
already been done in this work in that particular county. 

3. If the county president has been faithful and effi- 
cient, try to have her re-elected ; if not, try to find a bet- 
ter one. 

4. If you do nothing else for the cause of school im- 
provement, try to leave a (/ood, strong organization in 
each county. This will furnish a basis for work during 
the next year. 

A suggested scheme for presenting the work of the 
Association to the institute follows : 

1. Song: ALABAMA. 

2. Talk by County School Improvement President or 
institute worker, on the general work of the School 
Improvement Association throughout the state. 

3. What have you done in school improvement work 
during the past year? (Report from each teacher 
present.) 

4. Round Table: What are the special needs of this 
county ? What should we emphasize especially this 
year? 

5. Round Table : Is it practicable for us to hold school 
improvement meetings at the county seat on the 
first Saturday in each month in connection with the 
Reading Circle, thus securing uniformity of effort 
and making it a time for mutual encouragement ? 



DEPARTMENT OF EDUCATION. 



6. Ask teachers to take pledge: 

"Resolved, That I will endeavor to have the local 
minister preach on Education the first Sunday of 
my school term; to observe as nearly as circum- 
stances will allow, "School Improvement Day," 
"Health Day," "Good Roads Day," and "Better 
Farming Day," and to secure a library for my 
school." 

7. Annual election of officers : If county is large, have 
district superintendents appointed. 

Distribute new School Improvement Bulletin (No. 
41). Note new constitution adopted at last annual 
meeting. 

Note: — Explain importance of keeping accurate and correct rec- 
ords of work done, and the absolute necessity of sending in reports 
promptly when called for by county and state presidents. See to 
it that the teachers in the county are so enthused that they will 
not fail to follow up the community organization spirit and plan 
and observe at least the four special days to be stressed uniformly 
throughout the State. School Improvement Day, being the initial 
one, should receive the very best efforts of the teacher, for the suc- 
cess that day will determine the work of the year. 



ALABAMA TEACHERS AND PUPILS 
READING CIRCLE 

I. Origin and History. 

(See Proceedings of A. E. A., 1909.) 

II. Purpose: (See Constitution of Reading Circle.) 
HI. Growth. 



Year 


Teachers' 
Books 


Pupils' 
Books 


1909-10 


1940 

2298 | 
2477 
2143 
3377 




1910-11 


431 


1911-12 


7584 


1912-13 


19434 


1913-14 (3 quarters 


only) 


25647 


Totals 


12235 


53096 



Three reasons for the growth of the movement : 
I. Graded lists. 
II. Co-operation of State Department. 
III. Employment of a secretary. 

IV. Distribution: 

1. Of libraries for pupils. (Use map.) 
(Special plan in Jefferson County.) 

2. Of teachers who are doing the Reading Circle 
work. (Use map.) 



90 DEPARTMENT OF EDUCATION. 

V. Relation of the A. T. R. C. to work of the State Exam- 

ining Board. (See bulletin issued by the State 
Department of Education.) 

VI. How Procured: 

1. Libraries for pupils. 

(a) The library law. 

(b) The depositary. 

2. Teachers' Books. 

(a) Through the secretary. 

(b) Begin early. 

VII. Organization: 

1. State. 

(a) Officers and their duties. 

(b) Depository. 

2. County. 

(a) Officers and meetings. 

(b) Ordinary county plan. 

(c) District plan. 

(d) The Jefferson County plan. 

3. Certificates and Diplomas. 

(a) How to secure them. 

(b) Number issued — 13 first year, 14 second 
(partial) year. 

4. The adoptions for the coming year. 

VIII. How to get a Rural Library. 

1. Library and book "Showers." 

2. Private subscription. 

3. Library fee or shares. 

4. Entertainments. 

IX. Stories of Success with Circle or Library. 

1. Teachers. 

(a) In the state. 

(b) In this county. 

2. Pupils. 

(a) In the state. 

(b) In the county. 



INSTITUTE MANUAL. 91 



X. Suggestions for Improving the Plan in this County. 
XL Reorganization. 

XII. The uniform program for the county institutes this 
summer sets apart a period on Tuesday, Wednesday 
and Thursday mornings. On Tuesday and Wednes- 
day mornings the teachers will bring their books 
with them and the instructors will assign and con- 
duct regular lessons. On Thursday morning the or- 
ganization will be perfected and the plans for the 
work in the county for the coming year will be for- 
mulated. 

XIII. The Latest Adoptions. 

TEACHERS' COURSE, 1914-15 

Single $10 
List. Cop. Orders 

1. History of Modern Elementray Edu- 
cation—Parker, Ginn & Co $1.50 $1.00 $0.95 

2. The Teacher and the School— Col- 
grove, Chas. Scribner's Sons 1.25 1.00 .95 

3. The Work of the Rural School— Eg- 

gleston & Bruere, Harper & Bros. 1.00 .90 .85 

4. School Hygiene — Dresslar, The Mac- 

millan Co 1.25 1.10 1.05 

5. Human Behavior — Colvin & Bagley, 

The Macmillan Co 1.00 .90 .85 

6. The Country School of Tomorrow — 

Gates Sent Free 



SCHOOL CREDIT FOR HOME WORK 

iy^ HE superiority of the home garden over the school 
|V-^ garden is everywhere conceded. All the lessons of 
the school upon sanitation, ventilation, care of the 
sick, cooking of food, water supply, sewing, plant- 
ing, care of animals, carpentry, etc., will be largely wast- 
ed, unless tried out in the home laboratory. A healthy 
way to strengthen the ties between the home and the 
school as supplementary agencies in the education of the 
child, is to see that the work he does at home is properly 
dignified and accredited by the school. 

Much work done at home that is of especial value in 
the educational process, should count for credit in the 
seven grades of the elementary school; and the course of 
study should be so closely correlated with the home life 
of the pupil as to make proper recognition of it, an eleva- 
tion of our standards of progress and promotion, and not 
a lowering of them. 

We can place a premium upon the child doing things 
and at the same time maintain the standard which the 
school has already set up, by so grading the child that in 
every perfect grade of 100%, a maximum of 90% shall 
be possible for school work and a maximum of 10% shall 
be possible for home work when the proper records are 
kept, in the first instance by the teacher and in the sec- 
ond instance by the parents. 

In planning to allow credit for this work, the teacher 
should make a careful study of the kinds of home work 
the pupils in the community have the opportunity to do. 
Proper forms should be prepared and sent home monthly 
to be filled by the parents. A number of items should be 
included for both boys and girls and should be given their 
relative weight, based both on the quality and on the 
quantity of work done. In this way a working basis for 
co-operation between the home and the school may be 
set up. 

Accompanying this manual is a sample report which 
might be adopted by any school or any county and ample 



INSTITUTE MAM'AL. rf3 

provision is made for such changes as local conditions 
might justify. A supply of these reports will also be sent 
to each institute in order that each teacher may have a 
copy should she care to use the same another year. 

When this plan has been adopted, and pupils measured 
from the standpoint of twenty-four hours per day rather 
than the six hours spent in the school-room, we may 
expect — 

1st. A better relationship between the home and the 
school. 

2d. An elevation of home duties to a level with school 
duties. 

3d. A happiness on the part of the country pupils in 
their own environment. 

4th. A new zest for work both at home and at school. 

A teacher who has tried the scheme puts it this way: 

"Returning from the Teachers' Institute, I determined 
to try the home credit work. The following week I ex- 
plained about the counting of minutes ; the children were 
enthusiastic about it and went home with the determina- 
tion to work hard. 

The parents thought that the children would work hard 
at first as it was somethng new, and then get tired of it. 
However, they are just as anxious to get home and work 
now as they were at first. 

I find much less lingering and playing on the way home 
from school, as they were apt to do at first. The chil- 
dren rise early so as to get more work done, and being in 
the fresh air are more capable of studying when they get 
to school. The girls are doing splendid work in sewing, 
cooking, patching, and darning. They iron clothes, scrub, 
and although most of them are between the ages of ten 
and fifteen they can do more and better house work than 
many girls who hire out doing house work. The boys are 
tending to the farm work, doing chores, etc., but I have 
boys here who can wash and wipe dishes, take care of the 
baby, and sew on buttons and get supper almost as well 
as their sisters." 



BIBLIOGRAPHY 

A list of references for institute workers and others interested in 
the country life movement. 

The list of references given below is intended to be 
suggestive and somewhat comprehensive, but by no 
means exhaustive. 

The United States Department of Agriculture issues 
bulletins giving information on practically every agricul- 
tural subject and on every phase of country life. Indexes 
of various kinds showing the publications may be had by 
writing to the Division of Publications, U. S. Department 
of Agriculture, Washington, D. C. 

The Bureau of Education publishes a number of bulle- 
tins on practically every educational subject and a full 
bibliography may be had by merely addressing the Com- 
missioner of Education, Washington, D. C, and inquiring 
what the bureau has issued on the particular subject. 

The several departments of our state government at 
Montgomery issue various publications that are well 
worth careful study. The departments of Education, 
Agriculture, Public Health, and Highways, are specially 
helpful. 

Bulletins of the Alabama Polytechnic Institute, the 
Girls' Technical Institute, State Normal Schools, Tuskegee 
Institute, and other state institutions deserve honorable 
mention. 

Various departments of the government of the differ- 
ent states, including the universities and colleges of agri- 
culture are recommended. The various book publishing 
houses and their representatives are prepared to give 
valuable suggestions. 

The books given below are a few of the many that deal 
with country life and related subjects: 

Bailey — The Country Life Movement — Macmillan Co., At- 
lanta $1.25 

Bailey — The State and the Farmer — Macmillan Co., Atlanta 1.25 



INSTITUTE MANUAL. 95 



Bailey — The Training of Farmers — Century Co.; N. Y 1.00 

Betts — New Ideals in Rural Schools — Houghton, Mifflin Co., 
Chicago .60 

Betts & Hall — Better Rural Schools — Bobbs-Merrill Co., Indi- 
anapolis 

Buell — One Woman's Work for Farm Women — Whitcomb & 
Barrows, Boston 

Butterfield — Chapters in Rural Progress — University of Chi- 
cago Press, Chicago 1.00 

Butterfield — The Country Church and Rural Problem — Uni- 
versity of Chicago Press, Chicago 1.00 

Carney — Country Life and the Country School — Row, Peter- 
son & Co., Chicago 1.25 

Carver — Principles of Rural Economics — Ginn & Co., Atlanta. 1.30 

Coulter — Co-operation Among Farmers — Sturgis & Walton, 
N. Y 

Davenport — Possibilities of a Country Home — Bulletin of the 
University of Illinois, Urbana 

Dresslar — School Hygiene — Macmillan Co., Atlanta 

Eggleston & Bruere — The Work of the Rural School — Har- 
per & Bros., N. Y 1.00 

Foght — The American Rural School — Macmillan Co., Atlanta... 1.25 

Gillette- — Constructive Rural Sociology — Sturgis & Walton, 
N. Y 1.60 

Harris — Joe, the Book Farmer — Harper & Bros., N. Y 

King — Education for Social Efficiency — D. Appleton & Co., 
N. Y 1.50 

Plunkett — The Rural Life Problems in the United States — 
Macmillan Co., Atlanta 

Powell — Co-operation in Agriculture — Macmillan Co., Atlanta 1.50 

Ward— The Social Center— D. Appleton & Co., N. Y 1.50 

Wilson — The Church of the Opening Country, Missionary Ed- 
ucation Movement in the United States and Canada 50 

Wilson — The Evolution of a Country Community — The Pil- 
grim Press, Chicago 1.25 

Wray — Jean Mitchell's School — Public School Publishing Co., 
Bloomington, 111 1.00 

A manual for the public schools and a graded set of 
charts giving supplementary lessons to aid in the nature 



96 DEPARTMENT OF EDUCATION. 



and effects of alcohol and tobacco may be had by each 
institute conductor upon application to Mrs. F. M. Jack- 
son, Birmingham, Ala., or to Mrs. Chappell Cory, Birm- 
ingham, Ala. 

DEPARTMENT OF EDUCATION, MONTGOMERY, ALABAMA. 

The following bulletins published by this department will be sent 
on receipt of the postage indicated: 

Facts and Figures Relating to Local Taxation $0.01 

Grading Rural Schools 01 

Rules and Regulations Governing Examination of Teachers 01 

Alabama's Country Schools 04 

State Manual for Elementary Schools 06 

Alabama Library List. ' 05 

Alabama School Improvement Association 03 

An Educational Survey of Three Counties 

School Laws of Alabama 05 

Annual Report of the Superintendent of Education 06 

Education Directory _ _ _ 01 

Rules and Regulations Governing the County High Schools 01 

Rules and Regulations Governing the Normal Schools 01 

Select List of References on Temperance Instruction 01 

Washington's Birthday and Arbor Day 03 

Thomas Jefferson's Birthday 02 

Community Organization, Alabama's Fundamental Need 01 

More Revenue for Education in Alabama 01 



INSTITUTE WORKERS 
1914 



WHITE 



Allgood, R. V Avondale Station, Birmingham 

Arnold,' Miss Gertrude - E P es 

Baker, N. R Montgomery 

Bloodworth, Miss Clutie 419 Johnston St., New Decatur 

Bradford, Miss Lula 2317 Sixth Ave. N, Birmingham 

Brown, C. A care Birmingham H. S., Birmingham 

Brown! J. V Dothan 

Dimmitt, Roy L care Ensley H. S., Birmingham 

Dowell, Spright Montgomery 

Feminear, Miss Delphine Edgewater 

Fisher, Miss Minnie Carthage, Tenn. 

Glenn, C. B care Birmingham H. S., Birmingham 

Gray, Miss Hassie 109 Green St., W. End Sta., B'ham. 

Griggs, W. C Gadsden 

James, H. Francis Birmingham 

Kimball, Miss Maude 50 Rapier Ave., Mobile 

Murphy, S. S Mobile 

Ogburn, Miss Nonie Jim 418 Finley Ave., Montgomery 

Pearson, Miss Cora Montgomery 

Pitts, Miss Clara Montgomery 

Smith, E. E 500 Farley Bldg., Birmingham 

Smith! Miss Inez 714 Peyton St. S., Birmingham 

Smith, T. W care Y. M. C. A., Montgomery 

Stevenson, L. M Roanoke 

Strickland, Miss Rosa V 1327 N. 32d St., Birmingham 

Taylor, Miss Elberta 823 S. 22d St., Birmingham 

Thompson, Miss Metta 162 S. Warren St., Mobile 

Vann, L. L Roanoke 

Williamson, Miss Ruby 703 S. Broad St., Mobile 



7 SM 



98 DEPARTMENT OF EDUCATION. 



COLORED 

J. W. Beverly 103 Tatum St., Montgomery 

W. T. Breeding 32 Hutchinson St., Montgomery 

W. S. Buchanan ...Normal 

Edith W. Garrott 205 Douglass St., Montgomery. 

Lilian B. Harris 436 S. Ripley St., Montgomery 

Orlean D. Kennedy 1130 Seventh Ave., Birmingham 

Miss M. A. Nance Tuskegee Institute 

Mary F. Monroe 47 Elmwood St., Montgomery 

A. H. Parker 620 Mortimer St., Birmingham 

P. C. Parks Normal 

G. W. Trenholm Box 126, Tuscumbia 

Mrs. H. A. Whiting Tuskegee Institute 

W. R. Wood 1818 Twentieth St., Ensley 



ISSUED BY 



DEPARTMENT OF EDUCATION 



MONTGOMERY, ALABAMA 
JUNE 10TH. 1914 



WM. F. FEAGIN, Supl. of Education. 



(This sheet is a compilation of statistics from the U. S. census report of 1910. It should be carefully preserved by Insti- 
tute Workers for use during the County Institute, by teachers for posting in some conspicuous part of the school room, 
and by all citizens who would like to see intelligent action taken to remove illiteracy in any or all of the counties in Alabama.) 



i ~ i r~ i " i 

Total Fopulalion | I Rural | 

Area I Population Popula'n Population 

Sq. Miles |" _ 1 Per i Per |10Yrs. old. 

White ! Colored I Sq. Mile Sq. Mile and over 
I I I i I I I 



Illiterates 
old and 



lOyeais Male Illiterate Males 21 

over Popula'n vears old and over 

■A\ r'rs.old ■' * 

Colored | and ovei White Colored 

I I 



Autauga 

Baldwin 

Barbour 

Bibb 

Blount 

Bullock 

Butler 

Calhoun 

Chambers 

Cherokee 

Chilton 

Choctaw 

Clarke 

Clay 

Cleburne 

Coffee 

Colbert 

Conecuh 

Coosa 

Covington 

Crenshaw 

Cullman 

Dale 

Dallas 

DeKalb 

Elmore 

Escambia 

Etowah 

Fayette 

Franklin 

Geneva 

Greene 

Hale 

Henry 

Houston ... 

Jackson 

Jefferson 

Lamar 

Lauderdale 

Lawrence 

Lee 

Limestone 

Lowndes 

Macon 

Madison 

Marengo 

Marion 

Marshall 

Mobile 

Monroe 

Montgomery 

Morgan 

Perry 

Pickens 

Pike 

Randolph 

Russell 

Shelby 

St. Clair 

Sumter 

Talladega 

Tallapoosa 

Tuscaloosa 

Walker 

Washington 

Wilcox 

Winston 



Totals. 



584 1 
1,595 
912 
634 
649| 
610 
763; 
630 
538| 
5771 
729 
932 
1,216| 
614| 
568 1 
678 
618| 
849| 
655 1 
1,042 
618| 
763| 
563| 
957 
786 1 
622 1 
957| 
572| 
643| 
6471 
578| 
635 1 
646 1 
560 
579 1 
1,140' 
1,135 
601] 
694 
700 
632 
596' 
739] 
614 
811 
966! 
743' 
602] 
1,226 
1,012] 
801] 
587 
737 
875| 
671| 
590 
655 
806 
645 
908 
755] 
763 
1,346 
777 
1,087 
896 
630 



8 320! 
13,0641 

12,272; 
15,081 
20,275| 
4,833, 
13.654J 
23357 
17,396j 
17,617 
18,428] 
6,980, 
13,665 
18,358 
12,674 
20,333 
15,352] 
11,353 
10,373, 
24,003 
15,79cJ 
27,788 
15,797 
9,890 
2M07' 
14,999! 
13,15b 
32 305! 
14,382! 
17,527| 
21,924] 
3,012 
5,895 
10,793! 
22,816] 
29,666' 
13 3, 339 
14,307! 
23,840: 
15,046' 
13,224! 
16.625' 
3.769] 
4,007 
28,146' 
9,0701 
16,975 
27,188] 
46,111; 
11,137' 
25,299] 
25,581 
6,727, 
12,104] 
16,377] 
18,942! 
5,7331 
19,308 
17,083 
5,377' 
19,654] 
19,577 
28,533] 
30,475| 
8,218 
6,208 
12,801 



11,718 
5,114 
20,456 
7,710 
1,181 
25,363 
15,376 
10,758 
13,660 
2,609 
4,759 
11,503 
17,322 
2,648] 
711] 
5,783 
9,450 
10,080 
6,256. 
8,121 
7,515 
533 
5.811 
43,511 
854 
13,246 
5,733] 
6,804! 
1,866] 
1,842] 
4,306] 
1 J .705 1 
21,988' 
10,150| 
9,598] 
3,2521 
90,637 
3,180] 
7,096 
6,938 
19,643 
10,255 
28,125 
22,042 
18,895] 
30,853 
520 ! 
1.365J 
34,743] 
16.018 1 
56,879: 
8,200 
24,495 
12,951 
14,438 
5,717 
20,204 
7,641 
3,632 
23,322 
18,267 
11,457 
19,026 
6,538 
6,236 
27,602 
54 



34 

11 
36 
36 
33 

50 
38 
62 
61 
35 
32 
20 
25 
34 

24 | 
38 I 
40 

25 | 
25 
31 

38 | 
37 

38 J 
56 | 
36 | 
45 | 
20 | 
72 

25 | 
30 
45 
36 
43 | 
37 

56 ! 
29 

199 
29 
45 
31 
52 
45 
43 
42 
58 
41 
23 
47 
66 
27 
103 
57 
42 
29 
46 
42 
40 
33 
32 
32 
50 
41 
35 
48 
13 
38 
20 



51,309 1,228,8321 909,2611 



34 
11 
31 
36 
33 
43 
34 
42 
55 
35 
32 
20 
25 
34 
24 
38 
27 
25 
25 
31 
38 
37 
38 
41 
36 
45 
20 
40 
25 
30 
45 
36 
43 
37 
44 
29 
73 
29 
35 
31 
37 
45 
43 
38 
49 
41 
23 
47 
24 
27 
55 
40 
42 
29 
38 
42 
33 
33 
32 
32 
42 
41 
29 
44 
13 
38 
20 



14,497 
13,263 
23,193 
16,030 
14,649 
21,242 
20,618 
28,537 
25,580 
13,924 
16,309 
12,695 
22,088 
14,452 
9,164 
18,122 
17,782 
15,285 
11,529 
22,830 
16,489 
19,581 
15,138 
40,389 
19,422 
20,305 
13,274 
27,995 
11,133 
13,220 
17,927 
16,268 
19,983 
14,306 
22,857 
22,956 
174,724 
11,968 
21,832 
15,324 
23,629 
18,981 
23,040 
18,755 
34,607 
28,845 
11,685 
19,521 
63,959 
18,840 
63,652 
24,621 
22,403 
17,805 
22,004 
16,792 
18,481 
19,093 
14,523 
20,787 
26,777 
21,781 
34,799 
25,780 
10,163 
24,815 
8,557 



1,3 ?8 


202] 


2,283 


1,817 


1,107 


2,582 


931 


2,832 


626 


1,722 


2,338 


2,376 


1,145 


1,712 


1825 


124 


1,495 


1,632 


186 


15,386 



438 

646 

751 

1,034 

1,826 

123 

817 

2,172 

864 

2,086 

1,757 

437 

822 

1303 

1,3 ! 8 

2,283 

1,107 

931 

626 

2,338 

1,145 

1825 

1,495 

186 

2,055 

679 

1,040 

2,985 

1,373 

1,998 

2,386 

69 

341 

841 

1.939 

.".,521 

4,664, 

893 

1926 

1,850] 

519 

1,449 

108] 

136, 

2,402] 

3681 

1,548] 

2,101 

1,1281 

571| 

366] 

1,697 

280] 

765 

1,117 

1,712 

373 

1,696 

1,378 

74 

1,595 

1,523 

2,475 

2,656 

548 

171 

1.060 1 



3,372 

1,319 

6,595 

1,655 

329 

7,493 

4,530 

2,492 

5,095 

683 

1,159 

3,414 

5,136 

680 

202 

B17 

5S2 

s:',2 

722 

376 

712 

L24 

632 

386 

183 

3,774 

1,447 

1,575 

470 

508 

1,252 

6,965 

7,114] 

2,769i 

2,292 

804| 



1,846 
1,861 
6,494 
4011 

10,280 
5,691 
5,566 

12,267! 

116 

372! 

8,113| 

5,292 

15,434 
2,075 
7,642 
5,434 
4,508 
1,175 
6,438 
2,188 
725 
8,895 
4,763 
3,616 
5,856 
1,528 
1,801 
8,900 
14 



1,541,575 



86,831 265,879 



4,694, 
4,933 
7,007! 
5,9161 

4,762] 
6,289 
6,469 
9,335, 
7,908' 
4,61l| 
5,3781 
3,835] 
7,117] 
4,714' 
2,925 
5,850! 
6,010] 
4,868| 
3,615| 
8,243| 
5,428' 
6,283 
4,840] 

12,820! 
6,250' 
6,697 
4,411 

10,007' 
3,575 
4.31?| 
5,878] 
4,942! 
6,268] 
4,4261 
7,4751 
7,551] 



18,6861 67,962' 
802J 3,805| 



7.018 
4.823' 
7,233] 
6,142| 
7.037] 
5,7041 

11,130' 
9,249] 
3,615 
6,260| 

22,817 
5,998! 

21,077 
8,590 
6,943 
5,715 
7,103 
5,338 
5,354 
6,515 
4,805 
6,236 
8,436 
6,868 

12,326] 
9,272, 
3,505] 
7,800] 
2,779! 



I 
183 
259] 
276| 
390[ 
663 i 
57 i 
312| 
723] 
322 
818| 
627| 
167 
318 
486 
489] 
811] 
356] 
363 
257) 
874! 
430| 
630| 
536! 



274] 

372| 

1,152 

480] 
677 
840] 



288| 

7091 

1,184| 

1,749 

326 

672 

611 

167 

541 

42 

67 

892 

1451 

501 

7561 

451! 

221' 



653 
106 
310 
446 
651 
136 
613 
530] 

26 
548 
597 
985 
826, 
217 

79 
352 



1,119 
494 

1,990 
716 
147 

2,392 

1,534 
910 

1,721 
252 
424 

1,010 

1,681 
245 
55 
662 
886 
946 
526 
944 
608 
41 
500 



78| 5,189 
749! 70 



1,347 
571 
688 
159 
202 
442 



27| 2,472 
146] 2,453 



879 

756 

257 

8,218 

264 

615 

605 

2,093 

1.221 

3,541 

2,037 

1910 

4,004 

38 

129 

2,990 

1,809 



122 5,306 



808 

2,738 

1,888 

1,568 

402 

1,896 

895 

243 

2,748 

1,687 

1,207 

2,222 

664 

635 

3,078 

6 



513,108 



31,661 92,833 



Syracuse, N. V. 
PAT, JAN. 21, 1908 






Sams 



■•'•■.'.. 

-■.■■-■■, j Amnim 

IWtWU Hi mWBBMH 

■■'■•■■".■,-■.■■■:.■.. 




erhhrbskp 

, ■ . , 

':'■'"'.■■"■'■■ 
JHPHS1I$ 



aMrwiriiBriJTn^Wiirii *ttm 'iiiin ■ iwuh— ran 

,■■■'.:■■■■;■■■';■■..■'■.. 
'.■'."l ..•■■■.■'■•■■■■ - 

IHHHHfi 

"■■■ ■■''•:-''■'■■■ '" • '■ 

.■',■■••.-'■'■ 

■'■■• ■ '■.■•'',■'■■. ■.. 
■■■■■■,• : ■■' i ■ctYhw'vK5«JC&» 

■T-BHHBT 



■■I 



